This document provides an initial summary of research into relationships between Somali and Caribbean descended youth in inner-city Manchester. The research was conducted through interviews and focus groups with young people to explore cultural influences, experiences with discrimination and conflict, skills for building relationships, hopes and expectations, and suggestions for support. Key findings included experiences with racism reported by both groups, as well as discrimination between the communities. Participants expressed hopes for careers and families, while also wanting more mentoring and opportunities from local decision-makers to support positive choices.
Cultural and linguistic competency Summitt 2018Dominic Carter
Dominic Carter is greatly looking forward to being one of the keynotes at the South Carolina Cultural and Linguistic Competency Summit 2018, this month of June 2018
This document discusses dimensions of diversity in the workplace and challenges of discrimination. It defines workforce diversity as valuing uniqueness and differences among all workers. It outlines primary dimensions like age, race, gender that shape identity, and secondary dimensions like education that can change. Prejudice forms from stereotypes that ignore individuality. Childhood experiences, ethnocentrism, and economic factors contribute to prejudiced attitudes. Discrimination then denies some groups equal opportunities based on these prejudices. The document examines types of discrimination like those based on gender, age, race, religion and other characteristics.
This document discusses cultural safety and its importance in healthcare. Cultural safety is defined as ensuring people feel safe discussing their cultural values and worldviews without feeling less important than others. It involves understanding how one's own culture can impact interactions with those from different cultures. Achieving cultural safety requires cultural awareness, sensitivity, and minimizing power imbalances. Providers should learn about clients' cultural views on topics like family, community, religion, and health beliefs. Reflecting critically on one's own practices and the impacts of colonization are also important for cultural safety. The document is from the Centre for Remote Health, a joint centre of Flinders University and Charles Darwin University focused on cultural safety.
This document discusses the advantages of a culturally diverse workforce. It notes that discrimination can negatively impact health and opportunities for well-being. A culturally diverse workforce brings real benefits such as enhanced creativity, flexibility, and better ability to work with diverse clients and colleagues. However, almost 1 in 5 Australians report experiencing race-based discrimination in the workplace. Creating an inclusive workplace that values diversity can maximize the benefits of cultural diversity and reduce discrimination.
The document discusses organizational cultural competence and provides a framework for agencies to assess their level of cultural competence across different target areas. It outlines characteristics of a culturally competent agency and a process for becoming culturally competent. Key target areas of service delivery, staff/team development, organizational environment, and community relationships are examined, with examples of potential needs within each area. Agencies are encouraged to evaluate where they fall on a cultural competence continuum from destructiveness to proficiency.
This document discusses managing diversity in the workplace. It covers topics like valuing diversity, challenges of diversity, initiatives to promote diversity, and stages of diversity awareness. Managing diversity effectively requires building an inclusive culture, reforming HR practices, providing training, and leveraging diversity through initiatives like global programs, multicultural teams, and employee networks. Diversity reflects the changing demographics in the customer base and workforce and allows organizations to better serve a diverse population.
Cultural Diversity & Cultural Competence is an annual training for school employees presented by Loudon County Schools. The training discusses the importance of cultural competence in schools. It notes that the student population is becoming increasingly diverse and many students come from families in poverty. The training defines culture and cultural competence, explaining that culture gives meaning and context to people's experiences. It emphasizes that teachers should learn about their students' cultural backgrounds to help validate their identities. The training also provides strategies for teachers to incorporate students' cultures, such as using culturally relevant materials and inviting families to participate. It stresses that achieving cultural competence requires understanding differences in values and changing policies and practices to support diversity.
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
Cultural and linguistic competency Summitt 2018Dominic Carter
Dominic Carter is greatly looking forward to being one of the keynotes at the South Carolina Cultural and Linguistic Competency Summit 2018, this month of June 2018
This document discusses dimensions of diversity in the workplace and challenges of discrimination. It defines workforce diversity as valuing uniqueness and differences among all workers. It outlines primary dimensions like age, race, gender that shape identity, and secondary dimensions like education that can change. Prejudice forms from stereotypes that ignore individuality. Childhood experiences, ethnocentrism, and economic factors contribute to prejudiced attitudes. Discrimination then denies some groups equal opportunities based on these prejudices. The document examines types of discrimination like those based on gender, age, race, religion and other characteristics.
This document discusses cultural safety and its importance in healthcare. Cultural safety is defined as ensuring people feel safe discussing their cultural values and worldviews without feeling less important than others. It involves understanding how one's own culture can impact interactions with those from different cultures. Achieving cultural safety requires cultural awareness, sensitivity, and minimizing power imbalances. Providers should learn about clients' cultural views on topics like family, community, religion, and health beliefs. Reflecting critically on one's own practices and the impacts of colonization are also important for cultural safety. The document is from the Centre for Remote Health, a joint centre of Flinders University and Charles Darwin University focused on cultural safety.
This document discusses the advantages of a culturally diverse workforce. It notes that discrimination can negatively impact health and opportunities for well-being. A culturally diverse workforce brings real benefits such as enhanced creativity, flexibility, and better ability to work with diverse clients and colleagues. However, almost 1 in 5 Australians report experiencing race-based discrimination in the workplace. Creating an inclusive workplace that values diversity can maximize the benefits of cultural diversity and reduce discrimination.
The document discusses organizational cultural competence and provides a framework for agencies to assess their level of cultural competence across different target areas. It outlines characteristics of a culturally competent agency and a process for becoming culturally competent. Key target areas of service delivery, staff/team development, organizational environment, and community relationships are examined, with examples of potential needs within each area. Agencies are encouraged to evaluate where they fall on a cultural competence continuum from destructiveness to proficiency.
This document discusses managing diversity in the workplace. It covers topics like valuing diversity, challenges of diversity, initiatives to promote diversity, and stages of diversity awareness. Managing diversity effectively requires building an inclusive culture, reforming HR practices, providing training, and leveraging diversity through initiatives like global programs, multicultural teams, and employee networks. Diversity reflects the changing demographics in the customer base and workforce and allows organizations to better serve a diverse population.
Cultural Diversity & Cultural Competence is an annual training for school employees presented by Loudon County Schools. The training discusses the importance of cultural competence in schools. It notes that the student population is becoming increasingly diverse and many students come from families in poverty. The training defines culture and cultural competence, explaining that culture gives meaning and context to people's experiences. It emphasizes that teachers should learn about their students' cultural backgrounds to help validate their identities. The training also provides strategies for teachers to incorporate students' cultures, such as using culturally relevant materials and inviting families to participate. It stresses that achieving cultural competence requires understanding differences in values and changing policies and practices to support diversity.
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
This document discusses strategies for becoming culturally proficient and responsive. It explores assumptions about culture, research on cultural differences, and strategies for self and organizational change. The key points are: examine your own cultural assumptions, recognize that culture is defined broadly, conflicts are natural and preventable with effort, and population diversity requires intercultural skills. Becoming culturally proficient is a lifelong process that involves assessing one's own culture, managing differences, expanding cultural knowledge, and adapting.
This document summarizes a study on youth engagement in Liberia conducted by Search for Common Ground, American University, and Liberian partners. Over 1,000 Liberian youth across 15 counties were interviewed to understand their priorities and perspectives. Key themes that emerged were: (1) education, with youth facing physical and social barriers to accessing education; (2) health, with insufficient infrastructure compromising health; (3) livelihoods, as youth struggle to meet work, school, and other demands with limited skills training opportunities; (4) politics and governance, where youth expressed mixed views of leadership; and (5) infrastructure, where development is needed to support other sectors. The study aims to inform policy by elevating
The document discusses the concept of "beyond diversity" which involves moving past a focus solely on differences like race, gender, and religion, toward promoting equal treatment and reducing discrimination. It describes beyond diversity as shaping attitudes from top-down and bottom-up in an organization to create a fair and level playing field for all. Cultural competence is discussed as having awareness of one's own culture, attitudes toward differences, knowledge of other cultures, and skills to interact cross-culturally. The goal of beyond diversity is understanding different perspectives to build more inclusive communities and effective communication.
This document discusses equal opportunity laws and diversity in the workplace. It covers topics like the Equal Employment Opportunity Commission, equal opportunity laws including the Civil Rights Act and Americans with Disabilities Act, and how to avoid discrimination during the hiring process. It also discusses the importance of diversity and inclusion, developing cross-cultural awareness, and strategies for effectively managing a diverse workforce such as establishing diversity programs and addressing issues related to different groups. The overall message is that a diverse and inclusive workplace benefits both employees and employers.
Diversity and Inclusion in the VA Workforce by U.S. Department of Veterans A...Atlantic Training, LLC.
This document provides an overview of diversity and inclusion training presented by the Deputy Assistant Secretary of the Office of Diversity and Inclusion at the U.S. Department of Veterans Affairs. The training objectives are to define diversity, raise awareness of diversity issues, and recommend tools to foster cohesion. Diversity is defined as people bringing varied backgrounds and perspectives. Distinctions are made between equal employment opportunity, affirmative action, and diversity and inclusion. Primary and secondary dimensions of diversity are identified. Benefits of workforce diversity and inclusion include improved performance and productivity. The business, economic, and human imperatives for diversity are discussed. Best practices for promoting diversity and inclusion are recommended.
The document describes a diversity fellowship program at the Westchester Institute for Human Development (WIHD) that aims to improve recruitment of underrepresented groups, build cultural competence, and increase diversity within developmental disabilities networks. Two diversity fellows, Asad Ahmed and Allison Elwell, will partner with community organizations to address needs in diverse communities and enhance cultural competence at WIHD. They will also work with the Westchester County Department of Social Services to educate staff on diversity and inclusion.
Report on socio cultural issues - by Simelinkosi Lisa DlomoLisa Dlomo
Care International conducted research in 4 districts of Zimbabwe to identify socio-cultural factors and gender barriers hindering youth participation in economic activities. Key findings included high levels of gender bias, youth unemployment, and low social and economic participation of youth. Youth spent time in risky activities like illegal gold panning and casual sex due to lack of opportunities. The research aims to inform the development of a film to trigger discussion in communities on overcoming constraints to youth empowerment. It explored social norms, beliefs, and gender barriers through interviews and focus groups with youth and community leaders. The research focuses on traditionally unchallenged areas of culture, social values, and gender roles that influence economic activities and development programs.
The document outlines the objectives and content of a diversity appreciation workshop conducted by Antonio Q. Meeks. The workshop aims to help participants determine different aspects of culture, acknowledge cultural strengths, recognize how upbringing influences attitudes, appreciate family variations, identify stereotypes and biases, and learn strategies for working with diverse cultures and patients. Participants engage in exercises to assess their cultural competence and identify ways to increase appreciation and effectiveness when working with those of other cultures.
1. Culture is learned from one's social environment rather than being innate, and refers to shared values and meanings within groups rather than individual behaviors.
2. Key aspects of culture include direct vs indirect communication styles, individualism vs collectivism, uncertainty avoidance, power distance, and short-term vs long-term orientation.
3. Understanding differences in cultural dimensions like context, hierarchy, risk tolerance, and time orientation is important for effective international business and management.
Abstract presentation: Michelle O'Connor (Adolescent Sexual and Reproductive ...CNS www.citizen-news.org
This is the abstract presentation of Michelle O'Connor, which took place as part of the third session of #APCRSHR10 #Virtual on the theme of "Sexual and reproductive health and rights in the Pacific" | more details are online at www.bit.ly/apcrshr10virtual3 Thanks
This document discusses gender inequality and its causes and impacts. It defines key terms like gender, sex, and sexism. It discusses how feminist theory analyzes gender roles and status. Gender inequality refers to unequal treatment based on gender and exists in many areas of life. It creates issues like child marriage, violence against women, health problems and poverty. While progress has been made in education and politics, women still face barriers. Overall, gender inequality negatively impacts both women's well-being and social development. Solutions require continued education, empowerment, and legislation to establish equality and prevent discrimination.
The document discusses diversity in the workplace. It defines diversity as variety resulting from people from different racial, ethnic, and cultural backgrounds working together. It notes the five largest racial/ethnic groups in the US and how cultural heritage, language, religion, gender, age, and disability can impact diversity. The document also discusses the benefits of diversity, promoting diversity, discrimination laws, and organizations like the EEOC that enforce these laws.
The document discusses cultural diversity in the workplace in the travel and tourism industry. It notes that employees come from varied countries, backgrounds and abilities. It also highlights that travelers are diverse in age, culture, disabilities and religion. The document emphasizes that a diverse workforce requires effective teamwork, communication and avoiding discrimination. It defines the Equal Employment Opportunity Commission which enforces laws against discrimination.
Enhancing Relationships Through Cultural Competence Training by Proceed IncAtlantic Training, LLC.
This document provides an overview of a training on cultural competence. It discusses establishing safe conversation guidelines, understanding one's own worldview and cultural identities, recognizing cultural differences without stereotyping, and exploring the cultural competence continuum as an evaluation tool. The objectives are to understand how cultural factors impact relationships, learn about demonstrating culturally competent behaviors, and discuss strategies for enhancing cultural competence.
This document outlines a presentation on cultural differences in international business. It includes the following sections:
1. An introduction that defines culture and explains why cultural awareness is important for business success.
2. A quiz on business etiquette in different countries.
3. Two exercises where participants prepare for a business meeting abroad and compare cultures using Hofstede's dimensions.
4. A discussion of communication tips, cultural "sins" to avoid, and frameworks for understanding national cultures like Hofstede's 6 dimensions and Huntington's civilizations.
The document discusses diversity and social justice issues in social work. It covers the Council on Social Work Education's core competencies and practice behaviors that students must master. It then examines various populations that experience oppression and discrimination such as women, racial and ethnic minorities, the LGBT community, and the economically disadvantaged. It also discusses the social work profession's commitment to promoting social justice and advocating for at-risk groups.
This document provides an overview of cultural diversity in the United Arab Emirates. It discusses key concepts like multiculturalism, acculturation, migration, and how the global economy has increased diversity in the UAE. Challenges of cultural diversity mentioned include discrimination, while benefits include understanding different perspectives and learning styles. The document concludes that the UAE has become highly multicultural and learning about different cultures has both challenges and benefits.
The document discusses the challenges faced by youth in transitioning to adulthood in a globalized world. It outlines three types of transitions - school to work, leaving the family home, and transitioning to independent living. Additionally, it discusses four aspects of identity transformation caused by globalization: the development of bicultural identities, increased identity confusion, formation of self-selected cultures, and delayed transitions to adulthood. The challenges faced by Bangladeshi youth include impacts on local culture and industries, as well as risks to traditional values from foreign influences and dominance, though globalization also brings opportunities through access to education, technology and goods.
This document discusses cultural proficiency and provides a continuum with six levels of increasing cultural proficiency: cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, cultural competence, and cultural proficiency. Each level is defined and examples are provided to illustrate behaviors and attitudes associated with that level. The purpose is to enable individuals and organizations to assess their cultural proficiency and progress along the continuum towards greater understanding and respect of cultural differences.
The report evaluates the Inspiring Women: Empowering Communities project from 2011-2015. It found that over 2,000 women accessed services like English language courses, exercise groups, and advice services. Participants reported high satisfaction, improved mental health and confidence, ability to make positive life choices, and stronger community links. Case studies showed how the project helped women with issues like benefits, debt, housing, and education. Recommendations focused on expanding mental health support and creating opportunities for participants to take leadership roles.
If you are not getting your favorite job? Then visit our website and have a look of our job section. Here you can get a myriad of best jobs. The job seekers are taking advantages of our services.
This document discusses strategies for becoming culturally proficient and responsive. It explores assumptions about culture, research on cultural differences, and strategies for self and organizational change. The key points are: examine your own cultural assumptions, recognize that culture is defined broadly, conflicts are natural and preventable with effort, and population diversity requires intercultural skills. Becoming culturally proficient is a lifelong process that involves assessing one's own culture, managing differences, expanding cultural knowledge, and adapting.
This document summarizes a study on youth engagement in Liberia conducted by Search for Common Ground, American University, and Liberian partners. Over 1,000 Liberian youth across 15 counties were interviewed to understand their priorities and perspectives. Key themes that emerged were: (1) education, with youth facing physical and social barriers to accessing education; (2) health, with insufficient infrastructure compromising health; (3) livelihoods, as youth struggle to meet work, school, and other demands with limited skills training opportunities; (4) politics and governance, where youth expressed mixed views of leadership; and (5) infrastructure, where development is needed to support other sectors. The study aims to inform policy by elevating
The document discusses the concept of "beyond diversity" which involves moving past a focus solely on differences like race, gender, and religion, toward promoting equal treatment and reducing discrimination. It describes beyond diversity as shaping attitudes from top-down and bottom-up in an organization to create a fair and level playing field for all. Cultural competence is discussed as having awareness of one's own culture, attitudes toward differences, knowledge of other cultures, and skills to interact cross-culturally. The goal of beyond diversity is understanding different perspectives to build more inclusive communities and effective communication.
This document discusses equal opportunity laws and diversity in the workplace. It covers topics like the Equal Employment Opportunity Commission, equal opportunity laws including the Civil Rights Act and Americans with Disabilities Act, and how to avoid discrimination during the hiring process. It also discusses the importance of diversity and inclusion, developing cross-cultural awareness, and strategies for effectively managing a diverse workforce such as establishing diversity programs and addressing issues related to different groups. The overall message is that a diverse and inclusive workplace benefits both employees and employers.
Diversity and Inclusion in the VA Workforce by U.S. Department of Veterans A...Atlantic Training, LLC.
This document provides an overview of diversity and inclusion training presented by the Deputy Assistant Secretary of the Office of Diversity and Inclusion at the U.S. Department of Veterans Affairs. The training objectives are to define diversity, raise awareness of diversity issues, and recommend tools to foster cohesion. Diversity is defined as people bringing varied backgrounds and perspectives. Distinctions are made between equal employment opportunity, affirmative action, and diversity and inclusion. Primary and secondary dimensions of diversity are identified. Benefits of workforce diversity and inclusion include improved performance and productivity. The business, economic, and human imperatives for diversity are discussed. Best practices for promoting diversity and inclusion are recommended.
The document describes a diversity fellowship program at the Westchester Institute for Human Development (WIHD) that aims to improve recruitment of underrepresented groups, build cultural competence, and increase diversity within developmental disabilities networks. Two diversity fellows, Asad Ahmed and Allison Elwell, will partner with community organizations to address needs in diverse communities and enhance cultural competence at WIHD. They will also work with the Westchester County Department of Social Services to educate staff on diversity and inclusion.
Report on socio cultural issues - by Simelinkosi Lisa DlomoLisa Dlomo
Care International conducted research in 4 districts of Zimbabwe to identify socio-cultural factors and gender barriers hindering youth participation in economic activities. Key findings included high levels of gender bias, youth unemployment, and low social and economic participation of youth. Youth spent time in risky activities like illegal gold panning and casual sex due to lack of opportunities. The research aims to inform the development of a film to trigger discussion in communities on overcoming constraints to youth empowerment. It explored social norms, beliefs, and gender barriers through interviews and focus groups with youth and community leaders. The research focuses on traditionally unchallenged areas of culture, social values, and gender roles that influence economic activities and development programs.
The document outlines the objectives and content of a diversity appreciation workshop conducted by Antonio Q. Meeks. The workshop aims to help participants determine different aspects of culture, acknowledge cultural strengths, recognize how upbringing influences attitudes, appreciate family variations, identify stereotypes and biases, and learn strategies for working with diverse cultures and patients. Participants engage in exercises to assess their cultural competence and identify ways to increase appreciation and effectiveness when working with those of other cultures.
1. Culture is learned from one's social environment rather than being innate, and refers to shared values and meanings within groups rather than individual behaviors.
2. Key aspects of culture include direct vs indirect communication styles, individualism vs collectivism, uncertainty avoidance, power distance, and short-term vs long-term orientation.
3. Understanding differences in cultural dimensions like context, hierarchy, risk tolerance, and time orientation is important for effective international business and management.
Abstract presentation: Michelle O'Connor (Adolescent Sexual and Reproductive ...CNS www.citizen-news.org
This is the abstract presentation of Michelle O'Connor, which took place as part of the third session of #APCRSHR10 #Virtual on the theme of "Sexual and reproductive health and rights in the Pacific" | more details are online at www.bit.ly/apcrshr10virtual3 Thanks
This document discusses gender inequality and its causes and impacts. It defines key terms like gender, sex, and sexism. It discusses how feminist theory analyzes gender roles and status. Gender inequality refers to unequal treatment based on gender and exists in many areas of life. It creates issues like child marriage, violence against women, health problems and poverty. While progress has been made in education and politics, women still face barriers. Overall, gender inequality negatively impacts both women's well-being and social development. Solutions require continued education, empowerment, and legislation to establish equality and prevent discrimination.
The document discusses diversity in the workplace. It defines diversity as variety resulting from people from different racial, ethnic, and cultural backgrounds working together. It notes the five largest racial/ethnic groups in the US and how cultural heritage, language, religion, gender, age, and disability can impact diversity. The document also discusses the benefits of diversity, promoting diversity, discrimination laws, and organizations like the EEOC that enforce these laws.
The document discusses cultural diversity in the workplace in the travel and tourism industry. It notes that employees come from varied countries, backgrounds and abilities. It also highlights that travelers are diverse in age, culture, disabilities and religion. The document emphasizes that a diverse workforce requires effective teamwork, communication and avoiding discrimination. It defines the Equal Employment Opportunity Commission which enforces laws against discrimination.
Enhancing Relationships Through Cultural Competence Training by Proceed IncAtlantic Training, LLC.
This document provides an overview of a training on cultural competence. It discusses establishing safe conversation guidelines, understanding one's own worldview and cultural identities, recognizing cultural differences without stereotyping, and exploring the cultural competence continuum as an evaluation tool. The objectives are to understand how cultural factors impact relationships, learn about demonstrating culturally competent behaviors, and discuss strategies for enhancing cultural competence.
This document outlines a presentation on cultural differences in international business. It includes the following sections:
1. An introduction that defines culture and explains why cultural awareness is important for business success.
2. A quiz on business etiquette in different countries.
3. Two exercises where participants prepare for a business meeting abroad and compare cultures using Hofstede's dimensions.
4. A discussion of communication tips, cultural "sins" to avoid, and frameworks for understanding national cultures like Hofstede's 6 dimensions and Huntington's civilizations.
The document discusses diversity and social justice issues in social work. It covers the Council on Social Work Education's core competencies and practice behaviors that students must master. It then examines various populations that experience oppression and discrimination such as women, racial and ethnic minorities, the LGBT community, and the economically disadvantaged. It also discusses the social work profession's commitment to promoting social justice and advocating for at-risk groups.
This document provides an overview of cultural diversity in the United Arab Emirates. It discusses key concepts like multiculturalism, acculturation, migration, and how the global economy has increased diversity in the UAE. Challenges of cultural diversity mentioned include discrimination, while benefits include understanding different perspectives and learning styles. The document concludes that the UAE has become highly multicultural and learning about different cultures has both challenges and benefits.
The document discusses the challenges faced by youth in transitioning to adulthood in a globalized world. It outlines three types of transitions - school to work, leaving the family home, and transitioning to independent living. Additionally, it discusses four aspects of identity transformation caused by globalization: the development of bicultural identities, increased identity confusion, formation of self-selected cultures, and delayed transitions to adulthood. The challenges faced by Bangladeshi youth include impacts on local culture and industries, as well as risks to traditional values from foreign influences and dominance, though globalization also brings opportunities through access to education, technology and goods.
This document discusses cultural proficiency and provides a continuum with six levels of increasing cultural proficiency: cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, cultural competence, and cultural proficiency. Each level is defined and examples are provided to illustrate behaviors and attitudes associated with that level. The purpose is to enable individuals and organizations to assess their cultural proficiency and progress along the continuum towards greater understanding and respect of cultural differences.
The report evaluates the Inspiring Women: Empowering Communities project from 2011-2015. It found that over 2,000 women accessed services like English language courses, exercise groups, and advice services. Participants reported high satisfaction, improved mental health and confidence, ability to make positive life choices, and stronger community links. Case studies showed how the project helped women with issues like benefits, debt, housing, and education. Recommendations focused on expanding mental health support and creating opportunities for participants to take leadership roles.
If you are not getting your favorite job? Then visit our website and have a look of our job section. Here you can get a myriad of best jobs. The job seekers are taking advantages of our services.
This document is a report summarizing the results of a youth needs survey conducted in South Central Manchester. It was a collaboration between the Rusholme and Fallowfield Community Forum, Trinity House Community Resource Centre, and Trinity House Youth Forum. The report provides analysis of questionnaire data collected from youth aged 11-19 on topics like education, activities, concerns, and substance use. It includes 10 recommendations based on the findings, such as providing more accessible counseling and careers guidance, addressing lower educational aspirations among certain groups, and ensuring youth services are culturally sensitive and address gender-specific needs.
Manchester's Services for Minority Communities Report 2016Jonny Wineberg
This document summarizes the findings of a research study that examined the needs and views of minority communities in Manchester. It found that the top concerns were unemployment, financial security, racism, and mental health. Muslims expressed higher levels of worry across most issues surveyed. The qualitative responses revealed concerns about discrimination, lack of understanding between faiths, extremism, and language barriers. Recommendations included better services for jobs, finances, and policing in Muslim areas, as well as more opportunities for different groups to engage with each other.
This document discusses the benefits of solar energy for residential use in El Paso, Texas. It notes that El Paso receives over 325 sunny days per year, making it well-suited for solar power. The document outlines the financial benefits of residential solar systems, including long-term cost savings compared to buying energy from utilities. It also discusses environmental benefits, such as reducing water usage at power plants. In conclusion, the document argues that solar energy provides households with income security by protecting them from rising energy costs over the 25-30 year lifespan of a solar installation.
ANSON CABIN PROJECT - REPLICATION BY OTHER COMMUNITIESJonny Wineberg
The Anson Cabin Project provides activities for children in a deprived area of Manchester. Using a portable building and local parks, they offer diverse activities including play, arts, cooking, and workshops. Children are involved in planning through a Children's Board and volunteering. Evaluations show the project improves children's views of other ethnic groups. Training opportunities help develop skills.
Salford Jewish Community Health Research Report 2016Jonny Wineberg
This document summarizes the key findings of a research report on the health needs of Jewish communities in Salford, England. The research had five stages: 1) recruiting and training peer researchers, 2) focus groups led by peer researchers, 3) developing a quantitative survey, 4) administering the survey, and 5) creating a report and recommendations. Some initial themes from focus groups included concerns about immunizations, special educational needs assessments, and mental health services. The report provides details on demographics of survey respondents, health behaviors like fruit/vegetable and alcohol consumption, views on exercise, and hospital usage. It identifies opportunities to improve health education, access to services, and engagement between the community and NHS Salford
HiremeSocial provides job seeking solutions and connects recruiters and human resources professionals with job seekers. The website offers services to help job seekers and provides details for recruiters and HR professionals to find more information by visiting http://hiremesocial.com/.
The document discusses the results of community listening sessions conducted by United Way of Brazoria County in 2015-2016. Key themes that emerged from the sessions included: a desire for a thriving community with safety, education, and employment opportunities; the importance of inclusion, involvement, and diversity; concerns about the effects of poverty exacerbated by rapid population growth; and a need for better connection and collaboration between community organizations and residents. The report aims to inform officials and organizations about community needs and priorities to guide future efforts.
This document discusses cultural diversity in the classroom from the perspective of the author's experience working with a diverse class of second graders. It describes the various cultural backgrounds of the students, including Filipino, Samoan, African American, Latino, and one student who was Hispanic and Chinese. The author learned about implementing culturally relevant teaching strategies and incorporating discussions about culture and social justice into the curriculum. The experience highlighted the importance of teachers developing cultural awareness and knowledge of students' backgrounds to better support their learning.
chapter 7Making RefugeWe expected more democracy in Am.docxbissacr
chapter 7
Making Refuge
We expected more democracy in America.
— Refugee immigrant in Lewiston
After arriving in Lewiston, Somali Bantu community elders faced the imme-
diate task of figuring out how to insert their perspectives and viewpoints into
local po liti cal and civic arenas, which initially only enabled their participation
in highly orchestrated and contained ways such as through focus groups and
meetings called by authorities with agendas defined by them. In addition to
claiming the right to speak out about issues of concern to their community,
Somali Bantu leaders also wished to distinguish themselves from the Somali
community that had preceded them to Lewiston by, in par tic u lar, denouncing
the racism they experienced from Somalis in Somalia and the Kenyan refugee
camps. They faced barriers in both arenas because local bureaucratic authori-
ties did not always view them as competent decision makers, and fellow So-
malis resisted their allegations of historic discrimination. Many of their early
initiatives pushed back against their bureaucratic containment and silencing.
Somali Bantu po liti cal culture is profoundly demo cratic, which was formerly
possible in small villages where everyone worked on the same time schedule.
Villagers discussed matters of mutual concern in large meetings in open out-
door gathering spots where everyone had the right to speak and share their
216 • Chapter 7
views, and women, normally occupied with domestic chores and child care,
were able to participate as children played together within view just beyond
the meeting grounds. Inequalities existed, of course: men had more power
than women, and their occasional use of violence to maintain authority was
carefully policed and mediated by elders and family members; elders (men
and women) had more power than youths and expected respect and compli-
ance with their wishes. Authority was vested in certain elders, who made deci-
sions for the community after listening to all sides, and whose decisions were
(usually, in my experience) respected because of their se niority and publicly
acknowledged wisdom.
In the transition to life in Lewiston, Somali Bantu expectations of demo-
cratic, transparent, and vetted decision- making pro cesses ran aground on the
reality that local institutions and authorities viewed them not as decision mak-
ers but rather as unschooled objects of policy (echoing their experience in
the refugee camps). Refugee elders tried to respond appropriately in the
new context, learning bureaucratic languages, attending workshops, and
transforming their style of po liti cal practice and decision making to match
American expectations for clear leaders who speak on behalf of a community
and hierarchical or gan i za tional structures that ascribe more power and public
recognition to some than to others. This proved to be a challenging adjustment,
as the former practice of deliberative decision making regarding .
The document discusses the author's cultural identity and how it was shaped by their gender, ethnicity, and socioeconomic status. The author grew up in a diverse and supportive environment that allowed them to explore their interests without limitations. However, the author acknowledges that discrimination still exists in many communities based on gender, race, sexual orientation, and socioeconomic status. The author believes communities must come together to promote acceptance of different cultures and prevent discrimination so people can freely develop their cultural identities.
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
This document discusses the importance of considering culture and diversity when implementing prevention programs. It defines culture as the knowledge, experiences, values, and skills that are passed down from experienced community members to new members. Carriers of culture include families, religious organizations, and professional groups. The document emphasizes learning about the cultural experiences, values, beliefs, and practices of different groups in order to provide culturally competent prevention programs.
This document discusses the importance of cultural competence. It defines culture and ethnicity, listing 12 common aspects of culture like history, social status, family life, religion, and clothing. Developing cultural competence requires self-awareness of one's own culture and an understanding of different cultural groups to avoid ethnocentrism and effectively work with diverse clients. The document emphasizes becoming ethnorelative by positively accepting cultural differences and adjusting one's behavior to different cultural norms.
Symbolic interactionism studies how individuals and small groups interact within society and how they develop meanings and beliefs. It was created by Herbert Blumer and is based on three core ideas: that people act based on the meanings of things, social interactions build meanings, and meanings depend on social interactions between people. The document discusses symbolic interactionism as a sociological perspective for understanding society and how people behave within social groups.
Culture refers to the customary ways that humans live and includes aspects such as diet, family structures, social organizations, and religions. An ethnic or cultural group shares aspects of culture from one generation to the next through learning. There are 12 key aspects of culture or ethnicity, including history, social status factors, family life processes, healing beliefs, religion, diet, and more. Personal culture is one's core identity developed through social interactions. Cultural competence involves self-awareness of one's own culture, awareness and acceptance of differences, understanding cultural dynamics, knowledge of clients' cultures, and adapting skills appropriately.
This document discusses the importance of minority groups in Canada having strong family and community structures. It notes that minority families are often closer-knit due to facing discrimination and not having others who share their values and customs. Growing up, the author found it difficult to practice their religion until their religious community expanded in their school. Having others of the same background provides acceptance, understanding and reliance that strengthens family bonds for minority groups.
This document summarizes Bridging the Divide (BTD), an initiative at John Jay College aimed at facilitating constructive discussions around issues of race, justice, and policing. BTD involves a variety of programming events throughout the year. Its goals are to have an inclusive dialogue on these topics and highlight best practices for constructive engagement between police and communities. The organizers hope participants will come away with strategies for policy change to reform the criminal justice system. While conversations are important, the initiative aims to move beyond just talking and instead implement effective policies. Organizing diverse perspectives from researchers and community members has been a key challenge.
This document is a training module on diversity awareness prepared by Dr. Lillie M. Fears. It is divided into four parts that discuss the definition of diversity, understanding culture and how it impacts one's job, and dealing with prejudice and stereotypes. The introduction explains that as the early childhood education classroom and workforce become more diverse, valuing diversity is important. It also notes that diversity now includes many more attributes beyond just race or gender.
The document discusses the importance of multicultural education and multicultural schools. It provides definitions of multicultural education as incorporating histories, texts, values and perspectives of different cultures. America is described as a melting pot due to immigration. When working with students, it is important for educators to understand different cultural beliefs to help students adjust. There are advocates for and opponents to multiculturalism in education. As student populations have become more culturally diverse, multicultural policies and practices have become more important in schools.
1. Initial Research into Relationships between Somali and
Caribbean Descended Young People in Inner-City Manchester
This report is prepared by
Jonny Wineberg (Youth Researcher)
Consultant for Not-for-profit Organisations
along with Peer Researchers
Dario Austin, Mahdi Sharif and Samira Yonis
supported by Youth Workers
Paul Mattis, Michelle Udogu and Ahmed Yonis
funded by
Trinity
House
Community
Resource
Centre
2. Page | 1
Introduction
This research is the initial stage of work to engage with young people of Somali and Caribbean origin, who reside in deprived wards of inner-
city Manchester, to identify the key drivers for their exclusion which perpetuates their lack of cohesion and work with them to make better
choices for more positive lifestyles and outcomes. It looks to build on existing cohesion initiatives already being delivered by both Trinity House
and the Hideaway Youth Project, taking a more in-depth and holistic approach to identifying issues and presenting solutions to support young
people in gaining more positive outcomes for their lives.
We set out to identify needs of young people from Somali and Caribbean communities related to living in inner city, diverse communities and
identify solutions needed from local decision makers and service providers so they can design and implement policies that support these
groups of young people more effectively.
The research was designed to explore and develop a richer understanding of the multiple factors that contribute to, or too often undermine,
cohesion for different racial groups in very deprived areas. In particular, we looked to enable young people to describe their hopes and
expectations, and the realities of racism and exclusion that they experience in their everyday lives.
The planned outcomes for the project are:
• Young people have increased awareness of their life situations and make better lifestyle choices.
• A greater understanding amongst the wider community/local officials of the issues that young people face in difficult circumstances.
• A greater understanding by people who make decisions about the issues faced by young people from deprived communities.
3. Page | 2
Methodology
4 Peer Researchers were employed and trained to undertake qualitative and quantitative research with peers from their communities.
Together with an experienced Youth Researcher, and a youth worker from both Trinity House and Hideaway, they designed a qualitative and
quantitative questionnaire to explore the factors affecting young people’s lives identified for the project. The initial questionnaire design was
piloted with a small group of young people of minority ethnic background from outside the immediate area. A small redesign then produced the
final questionnaires.
The Peer Researchers were each tasked with interviewing 5 of their peers of the same ethnicity and gender. 24 young people from some of
the poorest communities from Moss Side and Rusholme were interviewed. One of the Peer Researchers dropped out at this stage, but we
were still able to fully continue the project. Their qualitative responses were collated by the research group and quantitative responses
analysed by the Youth Researcher. This analysis was then considered by the research group. A further Focus Group of young Somalis and
Caribbeans not part of the initial research was undertaken and focussed on issues identified from the initial research analysis.
It was accepted that there would be no attempt to get a random sample of respondents but, rather, to elicit responses from an equal number of
young people from each ethnic/gender group. Validity was enhanced with the use of the Focus Group to focus on some of the issues raised.
Care was taken to ensure that the young people understood the confidential nature of the survey and that no names were recorded or wanted.
It was stressed that no attempt would be made to identify any respondent. It was felt that most respondents did accept that their replies would
be confidential and, judging by the disclosures that many people made, it would seem that the findings reflect reasonable trust in our assertion
that confidentiality would be upheld.
All the data was then collated into this report, with recommendations drawn out by the research group. These were checked against both the
qualitative and quantitative input to maximise their validity. It is recognised that some recommendations may be debated and this is healthy as
we wish people not only to take them on board but also to draw their own conclusion to benefit young people.
4. Page | 3
Qualitative Research Findings
Area Feedback
Cultural and
personal
influences and
perceptions on life.
Young people were able to clearly enunciate both positive and negative aspects of living in a multi-cultural and diverse
city.
Several talked positively regarding learning about other people’s cultures through meeting and talking with them, trying
foods, listening to music and hearing languages. They enjoyed learning about other people’s lives, gaining knowledge of
other cultures and religions and understanding what they have been through:
“I feel more advanced learning from others and I’m not as inclined to discriminate because now I’m not ignorant
to other people’s cultures.”
“You only find about other people’s cultures if you ask questions, but then you get to know.”
“You can gain an appreciation of other people’s family values that you can then implement into your own
situation.”
“You become more tolerant because once you lived in a multicultural society you become more accepted and
appreciative to other people and start to respect them more.”
“It helps bridge the gap of cultural knowledge in regards to other cultures and it may lower the level of racial
discrimination.”
Use of the second person by a few young people may indicate some barriers over engaging with other cultures.
On the bad aspects, some young people raised racism as an issue, whilst arguing against it, whilst a few criticised those
of other racial or religious groups. The majority had an impressively balanced perspective but recognised the racism
and ignorance towards other people’s backgrounds from both sides and the problems this causes.
“Some racial arguments (but countered as people at some people realize we are in the same boat).”
“Some cultures think that they are better than others.”
“Somalis might think that they are higher when they are in Rusholme but not in Moss Side. But I don’t think
anyone is higher than anyone else.”
Talking about both cultures: “A certain majority of people only stick to their own beliefs. They are not willing to
learn about other cultures.”
“Pakistanis think that they are better than Somalians.”
There was some thought that the closeness of communities meant that they were fighting for space and, because of
differences, sometimes clashed.
“In areas like Rusholme you have more Somalis than afro-Caribbean’s so that creates tensions when afro-
5. Page | 4
Caribbean’s come to the area. When Somalis go to Moss Side it’s vice versa.”
“Everyone wants to do what they used to do back home. There is no trust between different communities. Once
that trust is lost it will be very hard to regain it.”
“In areas like Bradford you have the people who used to live there, the so called indigenous, and now there are
many ethnic minorities in those areas so they feel threatened.”
One young Somali man raised the issue of feuds, such as between Pakistanis and Indians, because of tensions
between their home countries. He also felt that the council could not provide for every community because of the
workload, even though it was important to involve them.
There were differences within the Caribbean young people’s responses around cultural influence, with one saying that
they did not think they had a culture, whilst others recognised a diverse make-up of cultures:
“I am British. If born in Jamaica, I would feel different.”
“I am made up of many cultures and this makes me open to appreciate difference.”
“I have a white culture and black culture but no religion in my culture. Dress is youth culture, food is black
culture.”
Only one Caribbean young person made any reference to faith or religion. In the focus group, it was felt that there were
few ‘rules’ for young Caribbeans except where they had an additional identity, such as Catholic or Rasta.
Somalis all said that culture was important and that religion was a fundamental part of that.
“We see ourselves as Somali even if born here.
“Somalis do see this as temporary home but it may be slightly changing.”
There was a slightly counter view from one Somali man: “My culture is not just a Somali culture. I have lived here
all my life and have to adapt to this country’s culture and make it work.”
In the focus group, the importance of family & Muslim faith were emphasised. Most don’t do things that are frowned
upon, such as drinking, although a few do, depending on the peer group they are mixing with and the strength of views.
There is an issue of longevity within the Somali community both on an individual but also a community level, with length
of stay being seen as a positive feature in achieving integration. Within the community they call people who are new
‘Farha/Halimo’ (Fresher).
“Stick together at school as do all communities. True to some extent that Somalis picked out.”
“More about Black people rather than Somalis specifically.”
In the focus group, Somali men raised a lack of feeling a sense of acceptance:
“Branded as “Somalis” with a negative connotation in the media. Was same for Caribbeans.”
6. Page | 5
“Somalis can be deported after serving sentence, even if British Citizen. If we know that we’re not wanted, we
can’t be expected to be assimilated. ‘They’ (Govt etc) don’t want us here.”
In the focus group, Caribbeans said they see Somali culture as a strict culture and a sort of ‘Can’t do culture’. One
young woman said that she does see Somalis being picked out rather than being seen as Africans.
On values, there were both tolerant and challenging responses from young Caribbeans:
“I treat people how I want to be treated.” Young Caribbean man.
“I treat people according to how I perceive them.” Young Caribbean woman.
There seems to be a much more coherent sense of cultural identity among young Somalis. Caribbean young people
clearly feel more ‘British’ but some Somalis are moving towards this. There seems to a difference from other ethnic
groups’ experience of immigrating, with young people being more prepared to integrate and the older communal leaders
not pushing this to happen.
What are the
realities of inter-
ethnic conflict,
racial and cultural
discrimination they
experience?
All Somalis could identify at least one incident of racism personally and several that had happened to others.
“Used to live in Beswick and people used to call Somalis ‘Pakis’. I didn’t know what the word meant. When I
moved to Moss Side I thought it would change but unfortunately it didn’t change. Then, when they realised we
weren’t Pakistani, they started to call us Somalis as an insult.”
“September 11 changed a lot – I see 3 categories of stereotype for us: Black, Muslims and then Somalis.”
3 others said they had been racially abused but didn’t want to go into detail. Somalis not knowing the language get
easily picked on – elders face this.
Most Caribbeans also had personal experience of discrimination. One young Caribbean man had been told by an FA
Official in Cheshire that he hoped his team was not full of Black Caribbeans at a tournament. Another had an example
of getting kicked out of Top Man.
“Is postcode area discrimination for jobs – if you are from Moss Side you have less chance of getting a job. When
we go clubbing, we go through more searches than white people.” Somali Male
In the focus group, several young Caribbeans said that they had been called ‘niggers’ etc. by white people.
Both Caribbeans and Somalis recognised that there had been much racism from Caribbeans towards Somalis.
“I have been called names by white people in cars and on the street. I have also called Somalis ‘Sambo’ and
‘Haggler’ although I get on with them.”
“I have called Somalis ‘Sambos’. In high school there have been fights and it’s the Somalis versus everyone
else.” Now he realises it was ‘dumbness’ - “there was no real point to it.” Caribbean Male
“Racist name calling comes out very easily – ‘You Somali this, You Somali that…’” Somali Woman
“Generally Afro-Caribbean young men from Moss Side stop Somalis because they are Somali and because they
7. Page | 6
think that all Somalis are from Rusholme. One time I was on the bus and some Afro-Caribbean were using the
word Haggler as an insult, inferring Somalis were cheapskates.” Somali Male.
One young Caribbean woman had not suffered racial discrimination. She had heard about discrimination between
Somalis and Caribbeans but not seen it. “I used to hate Somalis before coming to Trinity House but know I realise that
they are not all the same, some are quite nice.”
Dual heritage White/Caribbean young woman said she had been mistaken for different races in past and discriminated
by white people. Has never had discrimination from Somalis. Has seen trouble but not know what it is about. Some of
her peer group have been derogatory to Somalis but not to their face.
It was commented that the cycle of insults and discrimination is causing young Somalis to join gangs. However, there
was also a feeling that attitudes had improved.
What skills do they
have that would
help with building
positive
relationships?
Almost all young people mentioned good communication skills as being important. This included listening, body
language, asking questions, explaining and observation. They felt they had the skills to build positive relationships.
Other skills mentioned were patience, friendship building, non-Judgemental, politeness, being respectful, finding
commonalities and understanding cultures.
One young Caribbean woman said that she was not good at talking to new people. She also saw the headscarf as a
barrier when talking to some Somali women. She saw herself as a negative person but didn’t care what people thought
of her.
What are your
hopes and
expectations?
Nearly all Somali young people talked about having a good career and a happy family life. Somali young men said:
“Study Business and be a successful young man with ambitions.” Somali Male
“Stable life and good job.” Somali Male
Careers mentioned included Chemist or teacher; Mechanical Engineer; International Lawyer; Work for the UN.
One young man had a slightly different take:
“Fast Money by any means necessary, even illegal. There are people who have been working all their lives and
nothing. I don’t want to work 9 to 5.”
Somali Women mentioned careers including Criminologist or Lawyer; Midwife; Medicine or Teaching; Studying
Biomedical Science; Working with young people in sport.
Comments included:
“Working and family, probably still in Manchester.”
“Finish University.”
“Finish degree and get job.”
“Be successful business woman and have a family.”
8. Page | 7
Whilst there were high aspirations among all, except one, Somalis, with University featuring significantly, this was less
true for Caribbean young people.
Caribbean Men:
“Football Coach and Family that shares values, religion and culture.”
“Play for Manchester City FC.”
“Join Fire Service or plan B be a footballer.”
“Successful in career and work till I get there.”
“Go to University and do business and social work. Have child at 29 but be financially set up first.”
Caribbean Women:
“Youth Worker, travel and see world. Car and house.”
“Security – life without struggle or stress.” Wants a career in music but needs to build up her confidence. Wants to
settle down and have family and her kids not to go through what she went through.
“Travel, Psychology – Job/training in IT. Expect to be in Moss Side/Rusholme but hope to be somewhere else.”
When asked who they saw as role models, responses had some differences.
Caribbean Men: 1 said their Dad, another Sir Alex Ferguson, Paul Ince and any other Black football coach.
2 Somali Men said their father, one their Aunt, 2 Barack Obama and 3 Prophet Mohammed pbuh.
All Somali Women said their Mum, with one also saying their Dad.
1 Caribbean Woman responded Beyonce, Oprah and Michelle Obama.
What would help
you make better
choices for more
positive lifestyles
and outcomes?
A general theme was for more, and easily accessible, advice and mentoring. This was across all groups and genders.
“Buddy schemes with someone who has gone through same process. Practical side.”
“A personal mentor would help me become the football coach I want to be.”
“Someone to talk to, to look up to. I am this for my sister but need it for myself.”
“Talking to someone who has ‘Been on Road’ (been through a difficult life) as well as someone who has been in a
job.”
Two Caribbean women had a different perspective:
“Rather learn from own experiences than get advice from someone and make a mistake. I am a private person.”
“Getting to know family I don’t know at the moment would give me a better support structure.”
Other comments included:
“Less gangs and crime would help me make better choices for a better life because peer pressure sidetracks me
from showing my true potential.” Caribbean Male
“Money” Caribbean Woman
9. Page | 8
“Better community that is less stressful.” Somali Male
“More opportunities for women.” Somali Woman
What could local
decision makers
and service
providers do to
support these
groups of young
people more
effectively?
Nearly all respondents had positive and progressive suggestions for getting young people’s voices heard and treating
them better. However, there was also an under-current of frustration that issues had not been addressed. There was
some scepticism whether young people would ever be properly listened to and that it could be a long time before
progress was made.
Key issues identified were perception of police, employment and cohesion.
Somali Women:
“Need to see people as individuals instead of banding people together.”
“More places for youth and more things for people 20+.”
“Should speak to people in inner city areas. David Cameron doesn’t understand us.”
“Better integration – areas where there is a majority of one group need to be mixed with others.”
“Crime isn’t being addressed. People don’t see the police in a positive way.”
“Addressing the problem of unemployment and helping people out of the rut they are stuck in.”
“Need local people in own areas to get together, because they know best. I would like to feel that my voice
matters, which I don’t think it does on its own.”
“Stronger MPs to speak for us. Don’t feel that local MP does enough.”
Somali Men:
“Integration is important – every community has their own community centre and people aren’t integrating.
Schools need to talk about integration at earlier age. Communities are segregated now. Different youth centres
are dominated by one culture.”
“More youth projects where young people mix together. More resources in schools.”
“Police need to be more friendly to residents. Young people have bad perception of police and see them as there
to intimidate them.”
“Police have absolutely no relationship with local communities. They need to bridge the gap with communities to
work more effectively.”
“Council need to be more involved with the community to know what is going on. They seem to be outside the
community.”
“None of this could help me in any way. People do not listen to anyone else. However, I think that they should
focus on young kids.
“I personally hate certain police officers who use wrong tactics to intimidate young people. They have a
preconceived idea about you just because you are Somali.”
“I don’t want my voice to be heard. I don’t care what these organizations do. They have nothing to contribute to
me. Let those help people who want to get help. They don’t help real people that need real help such as, the
10. Page | 9
poor, homeless people etc.”
“My voice would not change anything really. People need to come together and discuss these issues and take
this to service providers.”
“Establishing something that can bring the youth in the area together, and maybe inviting someone from the
council or local decision makers to speak to the young people. Maybe creating a youth forum so they can have a
say about their future.”
Caribbean Men:
“Spent over £4,000 of my own money on football training for myself and Council should have supported me more
financially.”
“More advisory centres and youth clubs being open.”
“Young people need help with jobs – Too many handouts being given out to certain people. Those opportunities
are not for everybody and it’s not fair.”
“Should be a Connexions centre in every college and in youth clubs.”
“Employers should make exceptions for people who might need extra chances in life. Jobs/apprenticeships for
young people. Recession is making it harder.”
Caribbean Women:
“Decision-makers need to find out what people are thinking – Youth Forums, drop-in sessions etc.”
“The government should be doing more to get young people into jobs. My housing support worker should be
doing a better job of supporting young people.”
“I have attended meetings, been part of Youth Forums but the outcome has not been what was expected. These
decision-makers need to think about what actually needs changing in young people’s lives; such as gang
situations. People who we are asking to change things are not from that situation themselves.”
“People in gangs should be asked personally what needs to be changed to get them out of the situations.”
“People acting as idiots – it’s what they’ve grown up in. Young people need life plans to support them out of
situations.”
“Make young people work and teach them about themselves and their community i.e. community service with a
reward. Role models to speak and support them.”
“Invite Councillors down to speak with young people, but the people at the top won’t come so we have to look at
other ways to get opinions to them – writing letters, sending pictures like we did with Save the Children.”
11. Page | 10
Quantitative Methodology
Alongside the qualitative analysis, a quantitative analysis was undertaken looking at
relationships with the community and other ethnic groups, skills and what could help with
community cohesion.
There were 8 quantitative questions asked, with several items within some questions. Six
questions used 5 point Likert scales. The two questions on confidence used a full 0–10
scale, with two point intervals shown (i.e. 0,2,4,6,8,10). Satisfaction in these areas would be
measured by a score of 6 or above. However, the method also gave us the opportunity to
identify an average and to see the spread of scores.
There were a total of 24 respondents, 6 Somali Men, 6 Somali Women, 6 Caribbean Men (2
of whom are dual heritage) and 6 Caribbean Women (1 of whom is dual heritage).
Analysis of the quantitative questions is presented below.
12. Page | 11
Quantitative Research Findings
The first question asked whether people felt part of the community they live in. Over two-
thirds of both Somali and Caribbean young people responded that they felt at least
somewhat included. However, the minority who do feel excluded should clearly be of
concern.
Over 90% of young people said that they felt comfortable in the multi-cultural area they
lived in. Only one Somali Woman felt somewhat uncomfortable. This is a positive response
that should encourage those working to ensure a cohesive community.
100% of Somalis and 75% of Caribbeans saw culture as important in the way they lived
their lives. However, the two-thirds of Somalis indicating that their culture was extremely
13. Page | 12
important shows that this is an important factor to take account of when working with
young Somalis and that more should be done to foster understanding of their culture.
The multiple item question on obstacles that exclude people from mixing with other ethnic
groups showed that gang culture along with gun and knife crime were key obstacles.
Alcohol showed so high because two-thirds of Somalis reported it as totally excluding
them. No Somali indicated that it included them. Other significant excluding factors were
racism, language, lack of role models, poverty and unemployment, with several more
having an impact.
At the other end of the scale, it is confidence that showed up as a key inclusive factor, both
as general self-confidence and confidence in mixing.
14. Page | 13
The majority response on several factors that they neither include nor exclude could be
seen as an opportunity to turn these into strengths. This also reflects the qualitative
feedback where young people were quite neutral to many factors, having only encountered
difficult issues infrequently.
The results indicate that improving people’s confidence could be a key to increasing
cohesion. However, practical work to reduce concerns around gangs, guns and racism
also has a key role.
The two questions exploring confidence in engaging with other ethnic groups show that all
the young people are confident to some extent but there is more work to do to further
increase the confidence to engage.
15. Page | 14
Responding to the question on skills shows young people with confidence around
communication and socialising as when as advising friends. This could be utilised within
positive engagement programmes between ethnic groups. The weakness in financial, time
management and cookery skills emphasises the need, and opportunity, for youth work to
address these practical issues.
16. Page | 15
It is clear from the final question that the opportunity to go beyond the local community is
very appealing to these young people. This shows that utilising such opportunities, which
exist both in Manchester and around the North West, could be an excellent way to engage
these ethnicities together.
17. Page | 16
Recommendations
These recommendations are drawn from the research findings with appropriate
extrapolations to make them practical within the context of the area. Whilst we recognise
that validity could be questioned due to the small number of participants, the close
correlation between answers given from the qualitative interviews, quantitative survey and
focus group, strengthens the reliability of the findings and the validity of the
recommendations.
1. Young people’s balanced perspective on racism, and their understanding of how this
comes about from ignorance towards other people’s backgrounds, gives an
opportunity to create young people led peer education projects on this issue. These
should be put in place by Trinity House, Hideaway and other inner-city youth
organisations.
2. More opportunities for Caribbean young people to explore their heritage and culture
should be given. Black History Month would be an ideal opportunity for schools,
colleges and, particularly, youth groups to undertake projects for this purpose.
3. Development of a project comparing the immigration experiences of Caribbeans and
Somalis into the UK could produce an exhibition or educational resource to help both
ethnic groups better relate to each other. A Young Roots Heritage Lottery Project
should be developed for this. Arts organisations and the People’s Museum could be
partners.
4. Wider education on culture, religion and their inter-relationship should be delivered in
schools, colleges and youth groups. An informal approach, using peer educators or
youth workers from different faiths and cultures, would probably work best. This
should reflect the fact that the majority of young people do feel included and
comfortable in their communities, but also that the closeness of ethnic communities
means that they may sometimes clash.
5. Opportunities to develop communication, and other inter-personal skills, should be
maximised for young people. Accredited training around these skills should be
explored by youth groups.
6. Work needs to be undertaken to raise career aspirations of Caribbean young people.
Use of role models, both well-known and local, should be a key element. This should
be a key focus for both colleges and youth groups.
7. Mentoring projects involving successful Somali and Caribbean adults should be put in
place to support young people in education, entering work and developing own
businesses as well as raising aspirations.
8. Youth centres should ensure they make advice and guidance as easily accessible
and available to young people as possible. Schools and colleges should embrace the
involvement of youth and connexions workers in PSCHE lessons as well as extra-
curricular programmes to give information, advice and guidance.
9. Residential experiences along with educational, cultural and social trips should be a
priority for youth provision. There should be a focus on planning several of these, with
young people, throughout the year and that planning, along with development of
18. Page | 17
young people to lead on this, should be an integrated part of youth programming.
Schools and colleges may also wish to explore these possibilities and all should look
at partnerships to maximise their viability.
10. Practical skills programmes on financial, time management and cookery skills should
be undertaken in youth groups, with the possibly of delivery through schools or
colleges also explored. These programmes are easily accredited through the Open
College Network or other bodies. A link could also be made with planning for
residentials and trips.
11. A BME Youth Forum or Council should be established to enable these young people
to have their voice heard by local decision-makers. This should be a partnership
between Trinity House, Hideaway and the BME Network. Young people themselves
should be supported to develop its structure. This could also become a vehicle for
peer education and peer mentoring projects.
12. A BME Youth Forum or Council would be the appropriate vehicle to engage with
police and other bodies to address the key issue of gang culture and gun and knife
crime.
13. Further research should be undertaken to investigate how the perception of gang
culture and gun and knife crime as key obstacles to engagement is formed. This
needs to explore how much is media driven, how much is hearsay and how much is
personal experience. A realistic response is essential to ensure appropriate actions
are adopted.