Mapping Diversity in the North Central Region

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					   Mapping Diversity in the North
     Central Region (DRAFT)
Susan Fey and Cornelia Flora, The North Central Regional
        Center for Rural Development, May 2005




                                         www.ncrcrd.iastate.edu
   Mapping Diversity in the North Central Region (DRAFT)
                    Executive Summary

    Susan Fey and Cornelia Flora, The North Central Regional Center for Rural
                             Development, May 2005

As populations change and grow in ethnic diversity, rural and urban communities in the
North Central Region are in need of more resources that educate community members on
diversity issues. This report provides an overview of the programming and research that
is occurring at the 1862, 1890, and 1994 Land Grant Institutions within the North Central
Region. There is much to be learned about how institutions are responding to changing
populations. This report works to illustrate the programmatic efforts that are happening in
the region, as well as to offer information that may promote collaboration and
communication among the Land Grant Universities.




DRAFT—Mapping Diversity in the North Central Region, May 2005                             2
Mapping Diversity in the North Central Region (DRAFT)
    Susan Fey and Cornelia Flora, The North Central Regional Center for Rural
                             Development, May 2005

Introduction
At the 2005 Change Agent States for Diversity conference in Greensboro, North
Carolina, Domingo Martinez, an Agricultural Economist from the University of Missouri
led a session on the Cambio de Colores conference. While doing so, he stated that it‟s a
fact that communities are changing, economically, socially, culturally and linguistically.
These changes, as Martinez pointed out, are predominantly driven by American market
forces, and they affect how extension agents are doing their work. Martinez was
speaking to the growing Latino population in Missouri, but his point is clear:
communities, rural and urban are becoming more diverse and Extension has to and is
responding. During a time when Extension is doing more with less, this can be a difficult
transition, but there are several important diversity programs and research projects
already in place at the 1862, 1890, and 1994 institutions in the North Central Region (see
Figure 1). This report provides a map of the various outreach and research programs that
are taking place in the North Central Region.




Figure 1: Map of the Land Grant Institutions in the North Central Region. Map adapted from Land Grant
Colleges and Universities map, USDA 2003.

To find the information included in this report, an extensive Web search was conducted,
looking through each Land Grant University‟s Web site for information on diversity
outreach programs and research projects. Additionally, a search of the Current Research
Information System (CRIS) reports led to more information about research projects that
have recently or are currently being conducted in the North Central Region. Attending
the Change Agents States for Diversity conference in April of 2005 provided more


DRAFT—Mapping Diversity in the North Central Region, May 2005                                           3
information regarding diversity programming at the University of Missouri and at the
University of Minnesota, as both had representatives leading breakout sessions at the
conference. An advisory committee from the North Central Region is being chosen to
read through the information provided in this report and make changes and suggestions as
they see necessary. In terms of defining “diversity,” we included the following
populations in our search: diverse cultural and ethnic groups, immigrants, elderly, youth,
disabled, women, homosexual, lesbian, bisexual and transgender. The goal of mapping
diversity in the North Central Region is to find out how states are responding to changing
populations and to find out what can be learned from these responses. The programs and
research projects listed in this report may not represent all activities that are in existence
at each Land Grant Institution; they are however representative of the resources available
in each state. Additionally, not all of the 1994 Land Grant Institutions are represented in
this report, either because their Web link was not functioning properly at the time of our
search, or links to diversity and cultural activities were not found on the site.


Overview of Diversity Programming and Research in the
North Central Region
Illinois
Snapshot of Diversity (Census 2000)*
Illinois total population      12,419,293                                    100%
White                          9,125,471                                     73.5%
African American               1,876,875                                     15.1%
Asian                          423,603                                       3.4%
Native American                17,466                                        .1%
Hispanic or Latino             1,530,262                                     12.3%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

University of Illinois
http://www.uiuc.edu/
Outreach
The University of Illinois Extension Web page, http://www.extension.uiuc.edu/, provides
many resources in Spanish and English. They have several programs that provide
outreach to Spanish-speaking populations. One of these includes the “University of
Illinois Extension Serving Hispanics/Latinos” page,
http://www.urbanext.uiuc.edu/latino/index.html. This page offers resources in Spanish
and English, and it provides an overview of the services that Extension provides to
Hispanic and Latino populations. These services include information about food safety,
community resources, child care, budgeting, healthcare, business ownership,
employment, agriculture and land management, as well as information about 4-H
programs. It also provides a link for Extension staff about how to better partner with
Hispanic audiences and organizations that serve Hispanic populations. Another valuable
resource that Illinois Extension offers for Spanish-speaking populations is Nuevos
Horizontes (New Horizons), the Spanish radio station that has been on the air since 1993



DRAFT—Mapping Diversity in the North Central Region, May 2005                                        4
and is supported by the University of Illinois. As the Web site states, “The purpose of
this radio program is to inform and entertain with segments that are geared toward
Hispanic populations who have come to the United States looking for a „new‟
start…Nuevos Horizontes helps to improve the quality of life of Latino community by
conducting different outreach activities that address essential needs for this community”
(http://www.nuevoshorizontes.org/index.html). A number of workshops are offered
through the station as well, and these have also been broadcast on television. The
workshops include information on topics related to culture and health. Adjusting to a
new culture, immigration policies, and laws and regulations in the U.S. are all important
topics covered in the workshops.

Other important programs and resources available through the University of Illinois
Extension include:

     Su Casa Community Garden: http://www.urbanext.uiuc.edu/programs/sucasa.html
      The University of Illinois helps a refugee community in Chicago to plant a
      community garden after their church was torn down.

     Resources in Espanol: http://www.urbanext.uiuc.edu/espanol/index.html
      Resources are available in Spanish for Spanish-speakers on family life, schools,
      horticulture, and other important topics.

Research
In terms of research, the University of Illinois has been involved in two projects,
according to the CRIS reports, that are related to diversity issues. One of these projects is
entitled: “Going Mobile in Rural America: Community Effects of Trailer Parks on
Families and Children,” which addresses the dynamics of family life within a trailer park,
and compares rural diversity in a white Illinois mobile home park with a Hispanic park in
New Mexico.

Another research project is titled “Intergenerational Programming,” which looks at
Generations United, a national organization that fosters intergenerational collaboration on
public policy and programs. The goal of this program is to foster the collaboration of
different generations for the betterment of all.

Indiana
Snapshot of Diversity (Census 2000)*
Indiana total population       6,080,485                                     100%
White                          5,320,022                                     87.5%
African American               510,034                                       8.4%
Asian                          59,126                                        1.0%
Native American                11,012                                        .2%
Hispanic or Latino             214,536                                       3.5%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.




DRAFT—Mapping Diversity in the North Central Region, May 2005                                        5
Purdue University
http://www.purdue.edu/
Outreach
Purdue University Extension, http://www.ces.purdue.edu/, is targeting areas in Indiana
where there are large Hispanic populations. In Marion County, Latinos often speak no
English and have low-paying jobs. In 2005, “an Extension professional worked with 54
Latino families, representing 147 individuals, training them in Spanish on basic nutrition,
food safety, meal planning and low-cost shopping. With the information gained, these
Latino families are saving nearly $30 per person per month on groceries”
(http://www.ces.purdue.edu/).

In 2004, a similar program was conducted in Newton County, where several cultural and
language barriers were being reported. Purdue Extension formed a partnership with
Newton County Step Ahead and offered conversational Spanish classes to business
owners, health care providers, educators and service workers. These classes helped to
improve relationships between new populations and the existing population in the county.

Through Purdue University‟s Agriculture Department, there is a program, Diversity in
Agriculture http://www.agriculture.purdue.edu/diversity/, available that includes diversity
forums on race, gender, and sexual orientation. Professional facilitators conduct the
multiple-day off-campus workshops, where faculty, staff, students, and alumni discuss
topics surrounding diversity issues. The goal is to explore attitudes, increase awareness,
offer practice for participants to become more competent in working with diverse groups.

Research/Outreach
Purdue University has been working on a research project titled, “Multicultural
Undergraduate Scholars in Agriculture at Purdue University.” An increased awareness of
the low level of diversity in Agriculture at Purdue was the impetus for this research
project. Financial support and mentoring will be offered for selected groups of minority
students to improve the graduation rate of diverse minority students.

Iowa
Snapshot of Diversity (Census 2000)*
Iowa total population          2,926,324                                     100%
White                          2,748,640                                     93.9%
African American               61,853                                        2.1%
Asian                          36,635                                        1.3%
Native American                6,677                                         .2%
Hispanic or Latino             76,167                                        2.6%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

Iowa State University
www.iastate.edu
Outreach




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Community Voices, a program offered through Iowa State University Extension,
http://www.extension.iastate.edu/, works to enhance civic understanding and leadership
skills of minorities and newly arrived immigrants in Iowa
(http://www.extension.iastate.edu/communities/voices/).

Program objectives, as listed on the Community Voices Web page, include:
   To introduce the leadership of the established community to the new immigrant
     residents and open a two-way dialog.
   To give new minority residents the knowledge and confidence to actively
     participate in community, school, and government activities.
   To help new minority residents make their voices heard in the community, school,
     and local government.
   To help participants develop a better understanding of leadership principles.
   To help participants connect with other new residents and explore the feasibility of
     joining together in new civic and/or neighborhood organizations.

A program on strengthening Iowa families is also in place at Iowa State, which is
provided in both English and Spanish,
http://www.extension.iastate.edu/sfp/sfpaudiences.cfm. Through this program, there are
activities for parents on parenting and community resources, and for children on
appreciating parents and coping with peer pressure, as well as a variety of other topics.

Also found on the Iowa State University Extension Web site is information on Housing
issues, with links to information for the elderly and disabled. This site provides options
for housing, as well as information about universal design,
http://www.extension.iastate.edu/housing/.

The Iowa State Extension Web site also has a page of resources in Spanish that includes
links to Community Voices, the University of Northern Iowa‟s New Iowan Page,
Extension Espanol, Latino Cultural Communication Web site, Publications, and an
EFNEP Nutrition quiz.
http://www.extension.iastate.edu/Information/spanish.html.

Research
The growing Latino population in Iowa in recent years prompted a study at Iowa State
University on the well-being of rural Latino families. Tama and Buena Vista counties are
the two rural counties involved in the study, and there are 15 other states involved as
well. Latino mothers and children who are at or below 200 percent of the poverty level
and have children 12 years of age and under will be interviewed. The goal is to find out
how to best serve growing diverse populations who may be facing the challenge of
meeting basic family needs
(http://www.extension.iastate.edu/newsrel/2004/may04/may0423.html).

Kansas
Snapshot of Diversity (Census 2000)*
Kansas total population        2,688,418                          100%


DRAFT—Mapping Diversity in the North Central Region, May 2005                                7
White                                 2,313,944                              86.1%
African American                      154,198                                5.7%
Asian                                 46,806                                 1.7%
Native American                       19,955                                 .7%
Hispanic or Latino                    188,252                                7.0%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

Kansas State University
http://www.ksu.edu/
Outreach
Kansas State University Extension, http://www.oznet.ksu.edu/, offers opportunities for
undergraduates studying Agriculture to travel abroad through its International Agriculture
Programs, http://www.oznet.ksu.edu/iap/ . These programs provide a way for students to
have direct contact with students from other cultures and ethnic groups; faculty have also
been involved in international conferences and sabbatical exchanges through these
programs. Another similar program is the Global International Program, which offers
youth to experience international exchange opportunities through the 4-H program,
http://www.kansas4-h.org/WorldCitizenship/Default.htm.

A Mental Health Guide for Older Kansans and their Families,
http://www.oznet.ksu.edu/mhaging/, offers resources for families who may have an older
relative who is struggling with mental disabilities. It provides information on disorders
and treatments and how to find help for family members.

Haskell Indian Nations University and University of Kansas
http://www.haskell.edu/haskell/
Outreach/Research
Haskell Indian Nations University is partnering with the University of Kansas to conduct
“The Shifting Borders of Race and Identity: A Research and Teaching Project on Native
American and African American Experience.” This two-year project is supported by the
Ford Foundation, and it will “bring scholars from doctoral universities, tribal colleges,
community colleges, and historically black colleges and universities to the borderlands
between Native American and African American studies, where they will collaboratively
develop novel approaches to research and teaching that will contribute significantly to
our understanding of race, ethnicity, culture, and identity” (http://www.kuce.org/sb/) .
The goal of this exciting project is to enhance teaching and learning about cultural
identity and ethnic diversity.

Michigan
Snapshot of Diversity (Census 2000)*
Michigan total population      9,938,444                                     100%
White                          7,966,053                                     80.2%
African American               1,412,742                                     14.2%
Asian                          176,510                                       1.8%
Native American                13,629                                        .1%


DRAFT—Mapping Diversity in the North Central Region, May 2005                                        8
Hispanic or Latino                    323,877                               3.3%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

Michigan State University
www.msu.edu
Outreach
Michigan State University, through the College of Natural Resources, works with high
school students on diversity issues in 10th and 11th grades through the Multicultural
Apprenticeship Program (MAP),
http://www.canr.msu.edu/undergraduatediversity/infomap.html. This competitive
program offers a summer college experience to ethnically diverse students. There are no
GPA requirements for the program, but the application includes essay questions that are
heavily considered. There is no cost to participate in MAP, but students do have to find
their own transportation to the campus.

Since it was authorized in 1981 by the Michigan State University Board of Trustees, the
Native American Institute has aided Native Americans in decision making for their
future. As stated on the Web site, “Over the years, NAI has expanded its role to include
research and technical assistance in fundraising and grantsmanship in an effort to further
promote Indian self-sufficiency and self-determination. The Native American Institute is
the only such Institute in the Great Lakes Region” (http://www.msu.edu/unit/nai/).

Michigan State University also houses the Institute for Children, Youth and Families
through the department of Family and Child Ecology, http://www.icyf.msu.edu/. The
Institute works to support research and outreach to improve the lives of children, youth
and families from diverse communities.

Research
Michigan State University is involved in the following research project: “Latinos in the
Rural Midwest: Community Development Implications.” The goal of this research is to
understand the socio-economic and demographic changes happening in rural
communities, as more Latinos move into rural communities in Michigan.

Bay Mills Community College
www.bmcc.edu
Outreach
The Bay Mills Community College is a 1994 Land Grant University that offers programs
in Native language acquisition and Native traditions. One of these programs is the
Nishnaabemwin Pane Immersion Program,
http://www.bmcc.edu/nish/Immersion/nishpane.htm, which is a four-year program that
helps students learn the Nishnaabe language in order to be able to speak it with others.

The Nishnaabemwin Language Institute,
http://www.bmcc.edu/nish/Immersion/institute/index.html, also offers a way to learn the
Native language. This Institute is offered in the summer for 6 weeks.



DRAFT—Mapping Diversity in the North Central Region, May 2005                                        9
On the Bay Mills Web site, there is also a link to “Native Traditions,”
http://www.bmcc.edu/Bimaadzwin/Traditions/traditions.htm, and this site is a great
resource for learning about Native life, recipes, way of worship, and interesting facts. It
also has a link to the Native American Women‟s Health Education Resource Center.

Saginaw Chippewa Tribal College
www.sagchip.org/tribalcollege/
Outreach
The Saginaw Chippewa Tribal College offers the Seventh Generation Program, which
provides cultural programming and education to community members so that they can
learn the “traditional Ansishinaabe way of life”
(http://www.sagchip.org/sevengen/index.htm). This program offers weekly courses in
traditional craft making and information on cultural traditions and health issues.

Minnesota
Snapshot of Diversity (Census 2000)*
Minnesota total population 4,919,979                                        100%
White                          4,400,282                                    89.4%
African American               171,731                                      3.5%
Asian                          141,968                                      2.9%
Native American                44,748                                       .9%
Hispanic or Latino             143,382                                      2.9%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

The University of Minnesota
http://www1.umn.edu/twincities/index.php
Outreach/Research
The University of Minnesota Extension, http://www.extension.umn.edu/, has a strong
diversity program, Diversity at University of Minnesota Extension,
http://www.extension.umn.edu/units/diversity/. Through this program, Minnesota
Extension shows a strong commitment to advancing cultural understanding and
acceptance among all of the diverse groups that reside in Minnesota. From this
program‟s Web site, there are links to a variety of resources in multiple languages for
Asian, Hispanic, African American, and Hmong populations who need information on
immigration polices, taxes, food safety, childcare, parenting, etc. There are also posters
and a calendar available that celebrate diverse cultures. In addition, this site offers
resources to aging populations and people with disabilities. This program‟s Web page
also has links to publications like the “Global Connections” Web site, which offers
information about diverse groups in Minnesota. This program is an excellent reference
for different cultures who are new to American culture, but it is also extremely helpful to
people who are eager to learn about different cultures in Minnesota.

White Earth Tribal and Community College
http://www.wetcc.org/
Outreach



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There are several Special Projects offered through White Earth Tribal and Community
College, http://www.wetcc.org/spe/Special_Projects.html, that include Native issues and
culture. One such project is the White Earth Fetal Alcohol Syndrome and Fetal Alcohol
Effects Awareness Project. Another is the White Earth Reservation Millennium
Cookbook, which was completed through Student Services. The National Summer
Transportation Institute is a summer program that provides an understanding and
appreciation of the different modes of transportation and incorporates cultural skills and
values into the student learning.

Fon du Lac Tribal and Community College
http://www.fdltcc.edu/
Outreach
Fon du Lac Tribal and Community College offers an American Indian Studies Program
and also supports the American Indian Business Leaders group. Additionally, Fon du
Lac has a Cultural Center and Museum on site, as well as an Environmental Institute.
The Environmental Institute at Fon du Lac Tribal and Community College “actively
promotes that education and cultural growth of the community in studies covering natural
resources and the environment” (http://www.fdltcc.edu/ei/aboutus.html). The Institute
allows FDLTCC to advance their mission and goals as a Land Grant Institution.

Missouri
Snapshot of Diversity (Census 2000)*
Missouri total population      5,595,211                                     100%
White                          4,748,083                                     84.9%
African American               629,391                                       11.2%
Asian                          61,595                                        1.1%
Native American                19,182                                        .3%
Hispanic or Latino             118,592                                       2.1%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

University of Missouri-Columbia
http://web.missouri.edu/
Outreach
There are a number of resources available through University of Missouri Extension,
http://muextension.missouri.edu/, one of which being the Center on Aging Studies
Without Walls, http://iml.umkc.edu/casww/. The University of Missouri-Kansas City
and the University of Missouri Outreach and Extension are partnering to offer
information about family care giving, mental health, and successful aging. Another
publication along these lines that is offered through University of Missouri Extension is
“Challenges and Choices: Elderly Caregiving,”
http://muextension.missouri.edu/explore/hesguide/humanrel/gh6657.htm. This
publication provides information to family caregivers, offering advice and answering
questions that people may have about caring for an elderly person.




DRAFT—Mapping Diversity in the North Central Region, May 2005                                        11
There are many resources for Latinos on the site, including the article, “Parenting:
Cultural Differences in School Expectations by Latino Parents,”
http://missourifamilies.org/features/parentingarticles/parenting58.htm. This article is a
great resource for Latino parents new to the American school system, as it answers
questions and clears up misunderstandings.

Alianzas (Allliances),http://www.alianzas.us/main/, is a program of the University of
Missouri-Kansas City Institute for Human Development, with funding provided by
University of Missouri Extension and the University of Missouri at Kansas City. As the
Web site states, “The ultimate goal of Alianzas is to enhance the ability of communities
to collaborate with the growing Hispanic populations through a Hispanic, university and
community partnership, using a community-based, co-learner approach.” There are five
specific goals listed on the Web site that include the development of resources and data
bases for researchers and the Latino community to access information and the building of
capacity throughout the community so that the needs of the Latino population are met.

Cambios de Colores (Change of Colors): http://www.cambiodecolores.org/, is a
conference that has been happening for 4 years. It targets academic research and
extension specialists, public and private service providers, grassroots organizations, state
and local government institutions, politicians, corporations, and newcomers themselves.
This conference is not for new Latinos, so much as it is about changes and opportunities
as the Latino population is growing in Missouri.

An article is available on the University of Missouri Extension Web site, “Staying
Financially Able when Physically Disabled,”
http://muextension.missouri.edu/explore/hesguide/famecon/gh3427.htm. The article
provides information about how to be a financially productive member of the workforce,
even when coping with a disability.

Lincoln University
http://www.lincolnu.edu/
Outreach
Lincoln University is the only 1890 Land Grant Institution in the North Central Region,
and it has an Extension and Outreach department, http://www.luce.lincolnu.edu/. One of
the Centers developed through Extension at Lincoln University is the Paula J. Carter
Center on Minority Health and Aging. As the Web site states, “The overall project goal
is to improve the quality of life of older minority and underserved Missourians.
A) To disseminate culturally appropriate health care information that will empower the
minority populations to put into practice knowledge they have acquired.

B) Identify barriers that hinder access, availability and acceptability to health care and
attempts to address these issues

C) Provide diversity training, health education and resource information through
conferences, workshops, and collaborations with other groups.”
(http://www.luce.lincolnu.edu/pjccmha.htm)



DRAFT—Mapping Diversity in the North Central Region, May 2005                                12
Another project that has been developed through Extension at Lincoln University is a
program on Human Resource Development: http://www.luce.lincolnu.edu/human.htm.
Seminars through this program include Black parenting classes, as well as diversity
training for the workplace.

Nebraska
Snapshot of Diversity (Census 2000)*
Nebraska total population      1,711,263                                     100%
White                          1,533,261                                     89.6%
African American               68,541                                        4.0%
Asian                          21,931                                        1.3%
Native American                14,896                                        .9%
Hispanic or Latino             94,425                                        5.5%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

University of Nebraska
http://www.unl.edu/
Outreach
The University of Nebraska Extension site, http://www.extension.unl.edu/, has a page
dedicated to Diversity Resources, http://extension.unl.edu/civilrights/diversityhome.htm,
where numerous resources are housed from general resources to the specific diversity
plan that Nebraska Extension has adopted. There are resources available in Spanish for
Spanish-speakers, and there are also resources for Extension agents working with
different ethnic groups, such as the Hmong population.

The University of Nebraska Extension offered a conference in 2004 targeting women
ranchers and farmers, “Pocketing Change for Posterity Conference.” It provided women
with information about how to better run their day-to-day operations.

Through the 4-H program at the University of Nebraska, youth can experience
international exchanges, either hosting international students or visiting other countries,
http://4h.unl.edu/programs/citizenship/international/.

Little Priest Tribal College
http://www.lptc.bia.edu/
Outreach
Along with offering an American Indian Studies degree, Little Priest also is partnering
with the University of Nebraska to launch a new cultural awareness and leadership
program for youth in grades 7-12, which is called “Be Strong and Educate My Children.”

Nebraska Indian Community College
http://www.thenicc.edu/
Outreach




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There are Cultural Activities listed on the College Web site, including a presentation by
Alberta Beatrack, “Dancing Between Worlds: Being a Lakota Woman Today,” which
includes a discussion of being pulled between the traditional and contemporary worlds.

North Dakota
Snapshot of Diversity (Census 2000)*
North Dakota total             642,200                                      100%
population
White                          593,181                                      92.4%
African American               3,916                                        .6%
Asian                          3,606                                        .6%
Native American                28,418                                       4.4%
Hispanic or Latino             7,786                                        1.2%
*percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

North Dakota State University
http://www.ndsu.edu/
Outreach
North Dakota has made diversity a priority issue in the state, as they are part of the
Change Agent States for Diversity, http://www.ag.ndsu.nodak.edu/diversity/index.htm.
As stated on the Web site, the goals of the Change Agent States for Diversity are:

       to build the capacity of the Land Grand system to function inclusively and
        effectively in a multicultural world; and
       to set standards and implement a vision for supporting healthy, thriving, culturally
        diverse communities through Extension, research and academic programs.

The six objectives to achieve these goals are:

1. Establish a national mechanism to support ongoing, sustainable change in the
Extension Service and Land Grant system.

2. Develop effective state leadership for addressing diversity issues.

3. Improve the diversity profile at county and state levels.

4. Foster a system that values differences.

5. Manage diversity skill development in the Extension System.

6. Strategic Diversity Management.

This site provides links to many diversity resources, including Managing Diversity
Resources, which offers definitions of diversity words used frequently in an effort to



DRAFT—Mapping Diversity in the North Central Region, May 2005                                       14
create a “common language.” Additionally, this site offers a list of publications that are
available for teaching and learning.

Cankdeska Cikana Community College
http://www.littlehoop.cc/
Outreach
Cankdeska Cikana Community College has several programs targeted at Native
populations, including a Tribal Administration Program and an Indian Studies program.
Additionally, Native Americans are receiving literacy, interpersonal communication and
job readiness from the Volunteerism and Leadership Development program.

Fort Berthold Community College
http://www.fbcc.bia.edu/
Outreach
Fort Berthold Community College has a cultural center on the campus that provides
students historical and cultural information.

Sitting Bull College
www.sittingbull.edu
Outreach
Sitting Bull College has several programs and activities related to Native culture. The
college supports the American Indian Business Leaders group,
http://www.sittingbull.edu/Activity/viewAct.asp?ID=12. This group of students works to
advance Indian business in culturally appropriate ways. The Ikce Oyate Culture Club is a
group that also meets around Native issues, with their primary goal being the promotion
of awareness of Native American culture and heritage. Sitting Bull College also offers a
degree program in Native American Studies.

There are several horse rides to commemorate different cultural and historical events,
including the 7th Generation Ride and the Chiefs Memorial Ride.

Turtle Mountain Community College
http://www.turtle-mountain.cc.nd.us/
Outreach
Turtle Mountain Community College is partnering with the Tribal Law and Policy
Institute on Project Peacemaker, “a collaborative initiative to strengthen tribal justice
systems and legal justice curricula at the tribal college level” (http://www.turtle-
mountain.cc.nd.us/peacemaker.htm).

Through the Tribal College and University Program (TCUP), a five year project funded
by the National Science Foundation, Turtle Mountain Community College is working to
advance the participation of underrepresented minorities in the sciences, technology,
engineering and mathematics (STEM).

Turtle Mountain has also participated in Honoring Our Health, a program directed toward
the reservation community to offer information and education about Diabetes. Out of the



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original focus group that worked on the project came an Honoring Our Health Coalition
that consists of community elders, community schools, Indian Health Service,
community health representatives, Rolette County Extension Program, Tobacco
Coalition, and Turtle Mountain Community College staff.

United Tribes Technical College
http://www.uttc.edu/
The United Tribes International Powwow, http://www.unitedtribespowwow.com/, which
is held on the UTTC campus is listed as one of the top 100 events in North America. The
Powwow has been taking place ever since the college opened in 1969. There are 70
tribes represented, with 1500 dancers and drummers, and over 20,000 spectators each
year.

The National Miss Indian Nations Pageant is also sponsored by the United Tribes
Technical College, and the winner serves as an ambassador for all Indian Nations, as well
as the official representative of UTTC (http://www.unitedtribespowwow.com/min/).
Miss Indian Nations works to communicate with non-Indians, educating and sharing with
them Native culture and traditions. A scholarship program is also set up for the pageant;
the winning prize is a $2,000 scholarship.

A Summer Education Institute is being offered for educators, school board leaders, and
administrators to learn ways to innovatively integrate Native American Culture into the
math, science and technology curriculum,
http://www.uttc.edu/events/docs/041505_01.asp.

Ohio
Snapshot of Diversity (Census 2000)*
Ohio total population          11,353,140                                    100%
White                          9,645,453                                     85%
African American               1,301,307                                     11.5%
Asian                          132,633                                       1.2%
Native American                16,515                                        .1%
Hispanic or Latino             217,123                                       1.9%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

Ohio State University
http://www.osu.edu/index.php
Outreach
Ohio State University Extension, http://www.comdev.ohio-state.edu/, has many fact
sheets available on the Web site that provide information for and about diverse
populations, including Hmong, Vietnamese, Latino, African American, Amish, and Asian
populations. Some of these fact sheets include “Eating in America,” “Growing up in
Multicultural Families,” “Working with Diverse Cultures,” and “Appreciating Diversity
in 4-H.”




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Ohio State University Extension also offers “Appalachian Culture Awareness in Ohio:
Understanding People and Place,” http://www.comdev.ohio-state.edu/pr/appalach.html, a
program that provides education and training about the Appalachian region and people.

Under “Home, Family and Youth,” OSU Extension has important information and
resources on Adult Development and Aging,
http://extension.osu.edu/home_family_and_youth/adult_development.php. Elder abuse,
transitioning to retirement, legal rights of medical patients, telemarketing fraud, and
caregiver information are all available on the Web site. In addition, a fact sheet is
available on Intergenerational Programming, http://ohioline.osu.edu/ss-fact/0142.html,
providing information on how to facilitate interactions between elderly and youth. Other
fact sheets are available on Poverty Among the Elderly, Facts about Caregivers and the
Elderly, Gardening with the Elderly, You and Your Aging Parents, and Medication
Misuse Among Older Adults. “Aging in Ohio,” http://www.hec.ohio-
state.edu/famlife/aging/index.htm, provides a link to the fact sheet series, as well as to
other helpful resources.

Children with disabilities is another area where OSU Extension offers resources,
including fact sheets on The Developmentally Handicapped Child, Growing up with
Exceptional Children, and Specific Learning Disability. http://ohioline.osu.edu/hyg-
fact/5000/5267.html, http://ohioline.osu.edu/hyg-fact/5000/5210.html,
http://ohioline.osu.edu/hyg-fact/5000/5266.html.

Research
Ohio State University Extension has been involved in the following research project:
“Ethnic Diversity in the U.S.: A Focus on Family Life and the Relationships Between
Parents and Children.” This study looks at African-American and Hispanic families to
gain more understanding about family dynamics and student successes and struggles with
school and family life.

South Dakota
Snapshot of Diversity (Census 2000)*
South Dakota total             754,844                                      100%
population
White                          669,404                                      88.7%
African American               4,685                                        .6%
Asian                          4,378                                        .6%
Native American                57,324                                       7.6%
Hispanic or Latino             10,903                                       1.4%
*percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

South Dakota State University
http://www3.sdstate.edu/
Outreach
South Dakota State University Agriculture and Biological Sciences department offers
information in both Spanish and English on the following Web site, Livestock


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Development in South Dakota, http://agbio.sdstate.edu/livestock_dev/. The site answers
questions regarding agricultural health and rural community development in the state of
South Dakota.

South Dakota State University is partnering with Lower Brule Community College,
Oglala Lakota College, Si Tanka College, and Sisseton Wahpeton Community College to
offer the program, Developing Native American Scientists.

SDSU is also working on the Prairie Ph.D. program, which is a partnership with Oglala
College and Lower Brule. Students can live in Indian communities while taking their
advanced degrees, learning about Lakota environmental management at Oglala, taking
statistics at Lower Brule, and studying research methods at SDSU.

Oglala Lakota College
http://www.olc.edu/
Outreach
Oglala Lakota College offers a degree in Lakota Studies,
http://www.olc.edu/~tbrave/lakota/, as well as working on the Prairie Ph. D. program
with SDSU and Lower Brule.

Oglala Lakota College has also been involved in a project for Native people to grow their
own fresh food. Seventy-six people were involved in the project and 90% of them
continued to garden after completion of the project.

South Dakota State University is partnering with Lower Brule Community College,
Oglala Lakota College, Si Tanka College, and Sisseton Wahpeton Community College to
offer the program, Developing Native American Scientists.


Sinte Gleska University
www.sinte.edu
Outreach
Sinte Gleska University offers a degree in Lakota studies and is also partnering with
SDSU and other tribal colleges on the Developing Native American Scientists program.
The University also operates a ranch where students receive hands-on cultural training in
conservation, agriculture, and animal science. This allows tribal members to reconnect
with Lakota culture and their traditional roles as environmental stewards.

Research
Another exciting project is Native View, http://www.sinte.edu/nativeview/index2.html,
which is a “partnering and merge of Western Geo-Science and empirical Native
American knowledge.” This program allows a partnership to occur with federal, state,
and local entities.

Sisseton Wahpeton College
http://www.swc.tc



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Outreach
The president of Sisseton Wahpeton College has developed a presentation, “Culturally
Effective Systemic Reform (CESR) in Math, Science, and Technology Education. This
process helps to incorporate student culture into learning,
http://www.swc.tc/files/Culturally%20Effective%20Systemic%20Reform%20Revised_fil
es/frame.htm.

South Dakota State University is partnering with Lower Brule Community College,
Oglala Lakota College, Si Tanka College, and Sisseton Wahpeton Community College to
offer the program, Developing Native American Scientists.

Research
In partnerships with SDSU, researchers are working on a project entitled, “Diet and
Diabetes.” Researchers found that traditional foods are being prepared in a less healthful
way, which is in turn hurting the diet and health of Native people.

Wisconsin
Snapshot of Diversity (Census 2000)*
Wisconsin total population     5,363,675                                     100%
White                          4,769,857                                     88.9%
African American               304,460                                       5.7%
Asian                          88,763                                        1.7%
Native American                40,026                                        .7%
Hispanic or Latino             192,921                                       3.6%
* percentages do not equal 100%, as individuals can claim more than one race and not all races are
represented.

University of Wisconsin
http://www.wisc.edu/
Outreach
The University Wisconsin Extension Web site, http://www.uwex.edu/ces/, has a portion
dedicated to Equal Opportunity and Diversity Programs, http://www.uwex.edu/diversity/.
On this site, there are numerous links to information, resources and opportunities. In
addition to this site, there are several resources for diverse audiences. There are
resources available in Spanish, http://cecommerce.uwex.edu/showcat.asp?id=25.
“Resources for Working with Latino Clientele” is another resource available through the
University of Wisconsin Extension, http://www.uwex.edu/ces/latino/. Extension is also
explained to Spanish-speakers on the page, “What is Extension in Espanol?”
http://www.uwex.edu/ces/latino/what.html.

There are also many resources for the Hmong population, including a media collection,
http://www.uwex.edu/ces/media/catalog/hmong.html and books and references in
Hmong, http://www.uwex.edu/ces/wnep/hmong/refmat.html. There is a Hmong Task
Force that is working on a Hmong Educational Needs Assessment Project,
http://www.uwex.edu/ces/hmong/, where an assessment was conducted to determine the
educational needs of the Hmong population in Wisconsin. A site titled Hmong in



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Minnesota and Wisconsin is also available on the site,
http://www.uwex.edu/ces/wnep/hmong/mnwihmng.html.

County level diversity programs are also listed on the site, with one example being
Vision for Diversity, http://www.uwex.edu/ces/cty/oconto/civilrights.html. The
Wisconsin Rural Leadership Program also has links to their diversity programming,
showcasing a seminar they had in 2004,
http://www.uwex.edu/ces/wrlp/pastgroups/groupX/groupXnews10.html.

A publication through the “Let‟s Talk Business” series is also available through
University of Wisconsin, entitled “Serving Ethnic Markets” by Dan Casanova,
http://www.uwex.edu/ces/cced/lets/0405ltb.html.

La Courte Oreilles Ojibwa Community College
http://www.lco-college.edu
Outreach
The Extension Department, http://www.lco-college.edu/public/ext/index.html, at La
Courte Oreillles Ojibwa Community College has three programs, Increased Capacity,
Family Living and Youth Development. They also partner with the Wisconsin Nutrition
Education Program. All programs work toward the advancement of Native peoples.

The Woodlands Wisdom Confederation: http://www.lco-college.edu/public/woodwiz/ ,
“seeks to address chronic health issues in Native American Communities through
Culturally Relevant programs of teaching, research, and community connections.”

College of Menominee Nation
http://www.menominee.edu/
Outreach
The College of Menominee Nation hosts an American Indian Studies Summer Insitute,
http://www.menominee.edu/Culturemain/2002Pages/SummerInstitute.htm. It‟s purpose
is to educate and increase understanding of Native issues in Wisconsin.

The Culture Insitute, the Omaeqnomenewak Pematesenewak Center, which is on the
campus of the College of Menominee Nation, is “the focal point of the college‟s mission
to provide instruction and information on the historical, cultural, linguistic, and
contemporary ways of life in the Menominee Indian Tribe
(http://www.menominee.edu/culturemain/CultureHomepage.htm).


Conclusion
This report provides a glimpse into the many important diversity programs and projects
that are in place at the Land Grant Institutions throughout the North Central Region. It is
clear that Spanish-speaking populations are one of the main groups that Extension is
trying to reach through programming. With almost every 1862 site offering resources in
English and Spanish, it demonstrates that states are responding to population changes. In



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addition, many Extension Web sites are offering resources to other diverse audiences,
such as Hmong, Asian, African American, and Native American.

Tribal colleges are working diligently to ensure that Native people are educated in their
Native culture and history. They are also partnering with 1862 institutions on
programming related to health, diversity programming, and degree programs. These
partnerships attempt to form bridges between contemporary and traditional living in
Native culture.

All institutions have programming available for youth and elders, and often these two
groups are paired together in the programming. The 4-H programs offer many ways to
experience international exchanges and education in diversity issues. In addition, many
Extension sites offer resources for youth and adults with disabilities, physical and mental.

After looking through all of the institutional Web sites, one group that is
underrepresented is individuals living lesbian, gay, bisexual and transgender lifestyles.
There does not seem to be a set of educational materials or resources on inclusion with
this group. This diverse population does indeed seem to be left off most Extension sites.




As such, this seems to be one area that has an opportunity                     to evolve and
become part of diversity and acceptance training and curriculum.

There is much to be learned from the Diversity programming and research that is
happening at the sites listed in this report, and it is our hope that this information will
work as a conduit for more communication and collaboration within and among these
institutions.




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