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