ADAMS SPANISH IMMERSION

THE ASCENSION PARISH:

TWO SERVICE - LEARNING

PROJECTS

TWO LEVELS OF SUCCESS

HISPANIC THEMES•MINORS’ CULTURE COURSE

•FOCUS ON MORE ON TOPIC AREAS RATHER THAN AN HISTORICAL APPROACH TO THE STUDY OF HISPANIC CULTURES

•PRESENCE IN THE U.S. IS A LARGE UNIT

-HISPANIC POPULATION IS FASTEST GROWING MINORITY.

-DO WE UNDERSTAND ITS IMPACT ON OUR CULTURE?

-ARE WE PREPARED TO MEET ITS NEEDS? HEALTH, EDUCATION, HOUSING,

EMPLOYMENT, RELGION

•STUDENTS

-UST DIVERSITY FACTOR IS APPX. 4%

-STUDENTS HAVE HAD MINIMAL CONTACT WITH PEOPLE FROM OTHER CULTURES

-STEREOTYPES AND FEARS PERSIST

•SOLUTIONS???

-BLISSFUL IGNORANCE

-SERVICE - LEARNING

GOALS

The projects aimed to help students:

1. Construct a way to investigate the reality of the Latino population as it tries to integrate and be accommodated by our society.

2. Practice linguistically appropriate language as they interacted with Hispanics to discover their needs and desires.

3. Perform a valuable service to the community

4. Relate their experiences to the broader theme of the Hispanic presence in the U. S. and their community.

5. Become more aware and accepting of the challenges and opportunities presented by a multi-cultural society.

ADAMS SPANISH IMMERSION

MAGNET SCHOOL

SETTING: K - 6 CURRICULUM PRESENTED IN SPANISH (EXCEPT FOR ENGLISH)

SERVICE GOALS:

•HELP TEACHERS PROVIDE SOME EXTRA ATTENTION

THAT STUDENTS MAY REQUIRE

•SHARE THEIR EXPERIENCES WITH UST FACULTY

AND STUDENTS TO ENHANCE UNDERSTANDING OF

THE ISSUE OF DIVERSITY

ADAMS LEARNING GOALS

•NEW WAY OF LEARNING ABOUT THE IMPLICATIONS OF THE HISPANIC PRSENCE IN OUR COUNTRY

•RELATE ROLE OF IMMERSION LEARNING TO THE PRESENCE OF HISPANICS IN THE U.S.

•DEFINE STUDENT POPULATION

•DISCOVER RATIONALE PARENTS HAVE FOR SENDING CHILDREN TO IMMERSION SCHOOL

•INVERSITGATE A POSSIBLE CAREER CHOICE

•ANALYZE IMPACT OF HISPANIC PRESENCE IN THE IMMERSION SETTING

•INVESTIGATE ROLE OF THE IMMERSION SCHOOL IN THE COMMUNITY

PREPARATION

•TRAINING IN TUTOR/MENTORING ISSUES AND TECHNIQUES

•PRELIMINARY VISIT TO THE SCHOOL

•ASSIGNMENT TO A TEACHER AND STUDENTS

PROCESS•SEMESTER-LONG EXPERIENCE: 2 HOURS A WEEK

•DEVELOP INTERVIEW QUESTIONS FOR

STAKEHOLDERS: ADMINISTRATORS, PARENTS,

TEACHERS, STUDENTS (STUDENTS ASSIGNED A GROUP TO INTERIVEW)

•RELATE INFORMATION GAINED IN PROJECT TO COURSE MATERIALS FOR THE UNIT: HISPANICS IN THE U.S.

•PRESENT TO CLASS OF FINDINGS FROM THEIR INTERIVEWS AND EXPERIENCES

•PREPARATION AND PRESENTATION OF CULTURE UNIT IN CONSULTATION WITH COOPERATING TEACHER (NO TIME FOR CULTURE?)

•EVALUATE AND CRITIQUE PROJECT AND LEARNING

PREGUNTAS (ejemplos)The number in ( ) is the number of questions you must ask from thatcategory.

GOALS / METAS (1)1. ¿Qué es la mi sión d e esta escuela?

2. ¿Cóm o se sab e si las met as d el pla n de as ignatur as se hanalcanzado ?

CURRIC ULU M AND EVALUATI ONPLAN DE ASI GNATURA / EV ALUA CI ÓN ( 4 )

1. ¿Qué ni vel de domi nio del español deben dem ostr ar los estud iant es algr adua rse/sa li r de Adams? ¿Cóm o se eva lú a este ni vel de domi nio?

2. ¿Qué cam bios al progra m a de as ignatur as impleme ntar ía uste d para sum ejora ?

3.¿Cómo es un d ía t ípico a l ni vel en q ue uste d enseña?

STU DENT S / ESTUDI ANTES (2 )1. ¿Qué se va a hacer para acom odar al núm ero cr eciente de estudiante scuya pr ime ra len gua es el español?

2. ¿Se ha notad o un a in flu encia del pro gram a d e e studios de Adams enlas opiniones y las ac t itu des d e l os estu diante s sobr e el rac ism o y la v idaen u na sociedad plural.?

ADMIN I STR ATI ON AN D C OMMUNIT Y / DIR ECCI ON Y COMUNI DA D( 4 )

1. ¿Ant icipa uste d que Adam s te nga un pap el m ás am plio en l acomu nidad l at in o?

2. ¿Está en desarr ol lo u n plan pa ra in iciar un pr ogra m a de inme rs ión dua ldad o el aum ent o en la p oblac ión h ispana en el dist r ito?

3. Ent re los pad res a nglos y los hi spanos, ¿qui énes par t icipan más en e lPTO? ¿Por q ué?

Some Findings•ONE-WAY OR TWO-WAY PROGRAM??

•DIFFICULTY FINDING AND RETAINING TEACHERS

•LACK OF TIME IN CURRICULUM FOR STUDY OF HISPANIC CULTURES

•STUDENTS APPREVIATIVE OF THE EXTRA LEARNING HELP

•TEACHERS SHARE THE ABOVE APPRECIATION

•MY STUDENTS FOUND THAT THEY NEED TO IMPROVE THEIR LANGUEG SKILLS

THE ASCENSION PROJECT

2002 - 2003

GOALS OF THE PROJECT

1. University: -teach acceptance of diversity

-increase service learning

opportunities

-create multidisciplinary partnerships

2. Parish:

-understand newly-heterogeneous members

-establish an historical continuity

-plan for the future

A LITTLE HISTORY

North Minneapolis:

PAST

-home to several racial and ethnic groups over the decades

-predominately Irish. Polish and German

-Catholic, Jewish, Protestants

-1960’s: new economic status for many residents and land use issues combine to change the composition of the area

STABILITY AND GROWTH

Just a Little More History-Ascension Parish: 2000 households

1960’s - Present

-Decline to 200 households! 10% of parishioner base prior to the late 1960’s

-Ethnic and Racial Changes:

African-American, Southeast Asian, West African, and Latino

-New parishioners = new needs and demands

-Parish: How to help these people?

How to become a larger force in the community?

Within a 3 block area around the Parish are Vietnamese Catholic church and an Islamic mosque.

REALITY CHECK FOR THE PARISH

WHAT IS THE SAME?

WHAT HAS CHANGED?

WHAT CAN THE PARISH DO TO BETTER SERVE ITS PARISHIONERS?

C o m i n g T o g e t h e r

Summer and Fall Courses:

basis for Spring course projects

web sitepublicity campaign

planning,

surveys

mappingoral histories

IDEAS FOR COURSE CONTENT AND PROJECTS FOR SPRING PARTICIPANTS

CONNECTIONS : HISPANIC THEMES

SURVEY DATA + INTERVIEWS WITH HIPANICS + RELALITY =

IDEA TO HELP PARISH WITH ITS AIM OF SERVING HISPANICS

THREE MASSES - TWO POPULATIONS

Saturday Afternoon Sunday 9:30 Sunday 11:30

80% Caucasian 60% Caucasian 95% Latino

5% Latino11% Latino 5% other

English language English language Spanish

Income; $35-50K 50% = over $50k 50% = -$20k

Professional Professional Service & labor

Household=1-2 Household=1-2 Household=4+

• Latinos at the masses constitute only 15% of the Parish membership

• The rest don’t live in the Parish’s zip code

• They represent the fastest growing segment of the parishioner base

• Least known about them

HOW TO HANDLE THE LATINO SITUATION?

•WHO ARE THEY?

•WHERE ARE THEY FROM?

•WHY ARE THEY AT ASCENSION AND NOT AT ST. STEVEN’S?

•WHAT DO THEY NEED FROM THE PARISH?

•WHAT CAN THE PARISH DO FOR THEM?

•HOW CAN THE PARISH KEEP THEM COMING?

•HOW CAN THE PARISH MAKE THEM PREMENANT MEMBERS AND NOT JUST SUNDAY VISITORS?

N E E D S I N V E N T O R Y

SPRING SEMESTER

PLAN

TWO QUESTIONNAIRES

• HISPANICS: Needs and Expectations: spiritual, community service, economic, medical, education

• Parish Administration’s perception of the Hispanic situation: How to serve them and the rest of the parish and foster a sense of community?

Process

Students attempt translation of the instrument into Spanish as an exercise to recognize the linguistic skill needed and to familiarize themselves with the content

-Parish finds Hispanic volunteers to partake in the questionnaire*** OOPS!

-Student pairs meet with Hispanic interviewees at the parish

Results of the interviews with administrators are analyzed

Discuss results and identify conclusions

Present findings to the Parish staff

Present results to UST and community

QUESTIONS FOR ADMINISTRATIVE PERSONNEL

Rico Sotelo: Hispanic Community Outreach

1) ¿Cuáles son los desafíos que ha experimentado usted. en trabajar con

la comunidad hispana?

Anne Attea: Diocese Hispanic Affairs1) How does the situation at Ascension compare with situations at other

parishes with a large Hispanic presence in the Archdiocese? Are there similar projects being done?

2) What questions and information would you like to gather from parishioners at Ascension that would help you in assisting the community?

Estela Manachero: Hispanic Ministry

1) What is your main goal as a member of the Hispanic Ministry team?

2) If you were Ascension’s Parish Administrator, what is the first thing you would do to develop a sense of community between the Hispanic parishioners and the English-speaking parishioners? What changes would you make?

Cesar Cruz: Hispanic Youth Project

1. What's already in place? What's working? What isn't?

2. Are there divisions within the Hispanic community, based on country of origin or other factors? If so, how do you visualize addressing those divisions?

WERE OUR GOALS MET?

WELL……!?#

• Interviews with Hispanic Parishioners

- Contact person did not come through

- No warning given

- Cultural difference in perception of need cited

- Possible reticence among Hispanic parishioners: New ‘EFFORTS” by INS in the area

-Approx. 40 - 60% of Hispanics in the parish are thought to be “Indocumentados”

FINDINGS

• PARISH: TIME AND RESOURCES

-Not just issue of What to Do with the Hispanic Element in the Equation

-Attract and Retain Hispanic and Non-Hispanic Parishioners

-Help Non-Hispanic Parishioners Accept the Hispanic Presence

-Limited Resources = limited solutions

-Ahead of the Game Compared to other Parishes in Twin Cities

-Establishing Itself as a Community Resource for Hispanics

-Use Hispanic Ministry as a Tool

-Focus on Hispanic Youth

HISPANIC PARISHIONERS

SOURCE: INTERVIEWS WITH ADMINISTRATORS

•YOUTH

•YOUTH

•YOUTH

•EDUCATION

•EDUCATION

•EDUCATION

•IMMIGRATION

•IMMIGRATION

•IMMIGRATION

•ACCEPTANCE

•ACCEPTANCE

•ACCEPTANCE

• ASCENSION PARISH HAS A NEED

• UNIVERSITY OF SAINT THOMAS TEACHERS WANT TO HELP:

-COMMUNITY PARTNER FULFILL NEEDS

-STUDENTS TO LEARN TO ACCEPT DIVERSITY IN THEIR LIVES

COMBINE THE TWO DESIRES IN ONE LARGE EFFORT CALLED

THE ASCENSION PARISH PROJECT

12 TEACHERS +13 COURSES + A PARISH

RESULTS

-INFORMATION UPON WHICH TO SUGGEST APPROACHES TO SOLVING NEEDS AMONG A NEWLY HETEROGENIUOS PARISHIONER BASE

-PARISH GAINS IDEAS FOR PROMOTION OF CAPITAL CAMPAIGN

-NEW TIES TO THE COMMUNITY ARE IDENTIFIED AND PLANS MADE TO INPLEMENT THEM

-UST STUDENTS GAIN INVALUABLE REALITY-BASED LEARNING

-UST FACULTY LEARN WAYS TO RE-THINK CONNECTIONS BETWEEN THEIR COURSES AND THOSE IN OTHER DEPARTMENTS

-SHARING AND NEW SYNERGIES BETWEEN UST AND THE COMMUNITY IT REFLECTS AND SERVES

-MANY NEW OPPORTUNITIES TO FURTHER ENHANCE COMMUNITY RELATIONS AND SERVICE - LEARNING AT THE UNIVERSITY

LESSONS LEARNED

•CLEAR EXPECTATIONS AND GOALS

•ROLES AND RESPONSIBILITES

•ESTABLISH TIME LINES FOR PHASES OF THE PROJECT

•CHECH POINTS ALONG THE WAY TO EVALUATE THE PROJECT AT CRITICAL POINTS