Social Bookmark 4: Asian-Nation

Asian-Nation is a Web site that focuses on the culture, background and experiences of Asian Americans.  As the brainchild of C.N. Le, a Vietnamese American sociologist and professor, Asian-Nation presents a comprehensive and concise view into the world of more than 10 different Asian ethnicities as they exist in the United States.  Using information from the U.S. Census and various studies, Le provides insights into topics pertinent to Asian Americans such as spirituality, cuisine and sex.  The Web site also focuses on specific historic milestones significant to Asian Americans including the 1865 Immigration Act.  For librarians serving diverse populations, this Web site could be a tool to assist with school assignments and even point to some programming needs for this demographic.  

Social Bookmark 3: Michigan Roundtable for Diversity and Inclusion

The Michigan Roundtable for Diversity and Inclusion is a Detroit-based non-profit organization focusing on civil rights.  Through its Web site, the organization showcases its consulting and collaborative work in regards to cultural competency, interfaith communication, community change and youth programs.  The organization’s Web site also makes an effort to highlight articles newsworthy to various cultures in Michigan with an emphasis on racial disparities. It also provides lists of resources on such topics as structural racism, lesbian/gay/bisexual/transgendered issues, community change and training for diversity. For librarians in Michigan as well as across the nation, the organization’s Web site offers a plethora of resources that could broaden one’s understanding of multiculturalism and diversity as well as an opportunity for collaboration.

http://roundtableofmi.org/joomla/

Scholarly Review #2

“Cultural knowledge is also developed through personal encounters with members from diverse groups.”

Overall, P.M. (2009). Cultural competence: A conceptual framework for library and information science professionals. Library Quarterly, 79 (2) 175-204.

In this article on cultural competence, the author points out the need for the librarians to learn about other cultures through interactions.  Though those studying library science may make a point to research other cultures through various materials, there is much to be said for personal contact.  Often, it is through meeting members of different cultures when stereotypes are shattered and questions can be answered.

                Though the diversity of the population continues to increase, there are those who maintain a fairly homogenous network when it comes to their social, and sometimes professional, interactions.  This does not just hold true for members of the majority culture, but minority members engage in this activity as well.  A report by the American Library Association (2006) indicated that minorities make up 11 percent of the librarian workforce compared to 25 percent of the U.S. population.  This data indicates that the chance of mingling professionally with people from different cultural backgrounds is unlikely in a lot of libraries even if the patron population is very diverse.  Therefore, librarians must make an effort to embrace others from different cultures.

Though it may go beyond the call of duty for many librarians, participation in local cultural organizations could provide a formal network that leads to the beginning of true cultural understanding.  Many times, librarians may find themselves encountering an organization with similar goals and objectives.  That, in turn, could lead to fruitful, effective partnerships that could truly benefit not only that particular culture, but the community as a whole.  For instance, the librarian could conduct presentations on the library’s services to the organizations.  Another example is the organization providing input whenever the library creates programming to insure that it is as inclusive as possible. 

However, it should be noted that an immeasurable education could also be derived from cultivating relationships with members of various cultural communities who hold no titles, particularly patrons.  In cities large and small, there are often “local historians” of diverse backgrounds who are typically older natives to the area and open to imparting their wisdom on history and social customs.   However, as generation gaps widen through the use of technology and the changing of ideologies, it is also beneficial to make a point to interact with younger people in cultural groups as well.  Such informal relationships with persons from other cultures, from my experience, often provide the most candid lessons that cannot be found in any textbook.  However, these relationships usually require an investment of one’s time and a willingness to share one’s similar experiences with community members and patrons.  This is needed to build trust as once similarities are determined then it becomes easier to discuss differences.  However, once established, the relationship can prove important into gaining a deeper comprehension of other cultures.  At times, these interactions may also lead to unpleasant findings of perceptions of the minority culture as well as the majority culture.  This frank discussion also allows librarians to have a confidant which they can ask questions.  However, they can also be productive and provide insight into needed programs which may have yet to be studied or considered.

Library service goes beyond the walls of the structure which houses the materials and the services.  Whether it is an academic library or a public library, libraries serve communities growing in diversity.  This can be a challenge, but it can also provide an opportunity for librarians to dialogue with community members and better their services.  It could also introduce members of other cultures to the profession that is librarianship which could possibly lead to an interest in the profession.  Reaching out to the various factions in a community displays a library’s true commitment to diversity and access to all.

American Library Association.  (2006).  Diversity Counts. Retrieved from  http://www.ala.org/ala/diversity/spectrum / spectrum.htm

Social Bookmark 2: Arab American and Chaldean Council

The Arab American Chaldean Council’s web site highlights various resources available to those of Arabic and Chaldean descent residing in the metropolitan Detroit area.  The web site places emphasis on the organization’s programs, resources, career opportunities and news relevant to the Arab American and Chaldean communities.  The council’s programming focuses on behavioral needs, employment and training, community outreach, social services, youth services and public health.  In addition, the web site offers local information about Arabic and Chaldean cultures suitable for both youth and adults.  For a public librarian who aims to target this population, the web site provides insight into the needs of this segment of the population.  Such insight could lead to more relevant programming, materials and services being offered by a library.    

www.myacc.org

Scholarly Review 1

“Although awareness of the pervasiveness and longevity of the inequities in library service, and of the structures and practices that perpetuate them can be disheartening for prospective information professionals, it is essential that they recognize these realities.”

Abdullahi, I.  (2007). Diversity and intercultural issues in library and information science (LIS) education.  New Library World, 108(9/10), 453-459.

Last November, I was observing a library in the metropolitan Detroit area for one of my first classes in the LIS program.  While sitting on a stool near the back of the reference desk, an African-American man approached the desk with a question.  At the time, there were two Caucasian librarians sitting at their respective computers, but neither one was helping anyone.  Oddly enough, this man went out of his way to call my attention to ask for assistance about information related to obtaining a GED.  In my position, all I could do was refer him to the librarians sitting at the desk who later questioned his actions.

            According to the Detroit Literacy Coalition(2008), 47 percent of the Detroit population is functionally illiterate and it is widely known that most of Detroit’s population is African-American.  According to the most recent report from the National Center for Education Statistics(2010), Detroit’s dropout rate was more than 24 percent after the school year ending in 2007.  Some of them see the library as another institution that has a potential for failing them.  Sometimes to lessen the expected blow, a patron with this type of background feels there is a greater understanding when dealing with someone who shares similar characteristic.  Or they feel that opening themselves up to someone of the majority culture could possibly lead to condescension. And one cannot forget that Detroit’s “white flight” during the 1970s had a great impact on the African Americans in the area and left many thinking that integration was not wanted by the majority culture.

            However, knowledge of such a background should not lead one to expect or assume every interaction with a person of a certain culture will result similarly.  Every individual is influenced by various demographic, geographic and associative factors (Chao & Moon, 2005).  For instance, considering the U.S. fought the Civil War over slavery, some African Americans could be under the assumption that they should expect every White person in the South to be a racist or descendents of racists.  And they could think the exact opposite for the North.  However, both assumptions would be wrong as many Americans like to migrate to different parts of the country.

            In the end, any library professional, particularly those in public libraries, should be knowledgeable of the history and dynamics of the locality where he or she works.  And he or she should acknowledge it because it may have an effect on individual interactions with patrons.  In turn, that could affect customer service practices within a certain library.  However, that knowledge should lead to awareness of possible reactions and outcomes, not assumptions and expectations.

Chao, G. T., & Moon, H. (2005). The cultural mosaic: A metatheory for understanding the complexity of culture. Journal of Applied Psychology, 90(6), 1128–1140.

Detroit Literacy Coalition. (2008). Frequently asked questions. Retrieved September 17, 2010, from: http://www.detroitliteracy.org/faq.htm

National Center for Education Statistics. (2010).  Characteristics of the 100 largest public elementary and secondary school districts in the United States: 2007-2008. Retrieved September 19, 2010, from: http://nces.ed.gov/pubs2010/100largest/tables/ table_a12.asp

Social Bookmark 1: Arab American Action Network

The Chicago-based Arab American Action Network’s Web site aims to inform the public about the various local services and goals of the organizations. Throughout the site, the language used indicates that target populations include new immigrants, Arab Americans and non-Arabs. The organization offers a variety of services focused on family empowerment, youth, and community organization while also engaging in activism. Throughout the site, Arabic writing is visible while displaying that Arab Americans seek culturally-relevant resources on broad topics such as domestic violence, literacy and public aid. The Arab American Action Network successfully weaves together elements of its mission on the Internet to show Arab Americans as people who are working to integrate into American society within the context of their own unique culture.


http://www.aaan.org/

Cultural Mosaic

When sitting down to compose my cultural mosaic, I imagined how easy it would be if I had stayed in one area of the country, or even just in my hometown.  Then again, I realized it still wouldn’t have been easy because as Chao & Moon(2005) noted “viewing an individual’s culture as a cultural mosaic allows for simultaneous observation of global individual culture and localized cultural influences.”  To me, that means no matter how local you remain, influences that extend beyond your   However, when you were raised in a hometown like Detroit, yet spent most of your adult life in the eastern and southern regions of the country, the tasks becomes daunting quickly.   

Here are the labels (or primary tiles) that I apply to myself daily: African-American, female, millennial, daughter, friend, native Detroiter, former journalist, MLIS graduate student,  Howard University alumna and Zeta Phi Beta Sorority member.  The most dominant of these are that I am a millennial, African American and female.  As I have grown and moved from state to state, these are the three tiles that will never escape me.  Having worked in small, rural towns, I have often been reminded and questioned about my generation’s reluctance to commit (or as one person in Hattiesburg, MS told me when I turned 23-“You’re almost over the hill. You better find you one.) as well as the tendency to explore professional options near and far.  From the day I was born, I was an African-American being raised in a predominantly African-American community being constantly reminded of the history and the struggle of my ancestors.  However, attending Howard University and being able to report the election night results when Barack Obama was elected president also provided me insight into the achievements of African Americans.  As for being a woman, I almost feel like I cannot say that I am a woman without saying that I am an African-American woman because there is so much history behind it and such a stigma placed on it.  Every day that I watch the news or read magazines such as Ebony and Essence, I am reminded of a unique strength often applied to being an African-American woman whether it’s the story of the percentage of women like me leading households or how many more woman who look like me are attaining degrees as opposed to our male counterparts.  I cannot escape my age, race or gender and, in many ways, I am a product of it.  

While my dominant tiles may be very focused on the demographic territory, I must say that my geographic category also plays a significantly into the way that I view things as well.  From the day I was born until the I left for college at 18, I was an urbanite.  I grew up on the east side of Detroit and grew up with parents who remained very informed on the news and happenings of Detroit. I grew up with strong ideas about unions, education and school boards.  (That happens when teachers go on strike every time you are about to enter your final year at a school.)  However, I moved to Washington, D.C. for college and though portions of it was similar to Detroit, there were many aspects of living there that were quite different whether it was politics or economics.  However, being a native Detroiter, I did not understand closing down over two inches of snow.  Then there was my venture to Hattiesburg, MS.  Though it was called a city, it was a very small town where everybody knew everybody.  Unlike Detroit and D.C., the racial composition of the town was more split.  For the first time in my life, I can honestly say I made friends of different races and also was able to report that not all of Mississippi is dirt roads and general stores.  It was also my first time living somewhere that was experiencing business growth- a complete reversal from my time in Detroit.  And unlike the more urban cities, I finally lived in a place where homicides were not to be expected.  Finally, before I moved back to Detroit, I lived in Warner Robins, GA- a suburb of Macon.  For the first time, I was able to call myself a suburbanite.  Like Hattiesburg, it was a small town that was growing with businesses and new residential developments.  The residents of Warner Robins focused primarily on military, family and recreation and they were very conservative.  In summary, it was a great place to raise a family, but not a great place for a young single woman.  It was then that I decided that I was and forever will be an urbanite.  Then I moved back home.  As a native Detroiter, I have a great love for my hometown and its cultural offerings and the resilience of a lot of the people, but I have also had the opportunity to experience enough different places to have an open mind and know Detroit could improve in many ways.

Since I moved away from home when I was 18 to attend college and have a really small family, my associative tiles may seem quite formal.  But while they may represent institutions and organizations, within them, I have formed some of my greatest friendships and made productive connections.  These networks have followed me as I have worked in Mississippi and Georgia and placed a somewhat-familiar face in not-so-familiar territory.  One thing I know when I encounter a Howard University alum is that they value education the same way that I do. As for my sorority, I joined and maintain that association because I it allows me to regularly fellowship with women who not only value education, but also value community service and bonding with others of a similar mindset.  These associations are important to me as I am the first person in my family to attend a four-year institution and receive a degree.

References

Chao, G. T., & Moon, H. (2005). The cultural mosaic: A metatheory for understanding the complexity of culture. Journal of Applied Psychology, 90(6), 1128–1140.