Buffalo Project Micro-Study AY 2016-2018: A Report on Cultural Sensitivity in WNY

Rhianna C. Rogers, Ph.D.Dominique M. Murawski

Halee C. PotterAlexandra B. Valenti

Abstract

This micro-study is an expansion of the ongoing SUNY Empire State College “Buffalo Project,” a longitudinal, ethnographic study of non-traditional student perceptions of culture at SUNY Empire State College-Niagara Frontier Center (Rogers & Woznick, 2014).1 Specifically, this micro-study utilized survey responses from the AY 2012-2013 and AY 2013-2014 Buffalo Project data sets in order to comment on the impacts of residential segregation on the development of cultural sensitivity among student populations in the Greater Buffalo, NY region. Additionally, this micro-study utilized current literature, recent cultural initiatives, and informal communications with community stakeholders to comment on the role that specific variables in the Buffalo Project data sets (i.e., race, gender, neighborhood, and income) played in the construction of cross-cultural competencies (or lack thereof) among students. Building on historical notions of social segregation already highlighted in other parts of this study, this micro-study reaffirms the continued need to foster more academic “safe space” among WNY diverse student populations as a way to encourage the development of cross-cultural competencies. It is the authors’ hopes that this micro-study illustrates the importance of culture in Higher Education and its potential impact on student success and interactions.

Introduction

As previously mentioned, this micro-study will utilize the variables of race, gender, neighborhood, and income levels to illustrate how non-traditional students’ perceptions of culture are constructed at the SUNY Empire State College - Niagara Frontier Center (Rogers & Woznick, 2014). Our lead P.I., Dr. Rhianna C. Rogers, co-PI Dominique M. Murawski, and research associates Halee C. Potter and Alexandra B. Valenti collaborated to develop this micro-study between AY 2016-2018. It is worth noting that prior to this report, both Potter and Valenti completed individual unpublished undergraduate senior projects that were reviewed and adopted into this micro-study (Valenti, 2016; Potter, 2018.)2 Our hope was to create a more robust representation of observed inequalities through the combination of these works.

Using the aforementioned information, we developed the following research question for this micro-study:

1 It is important to note that SUNY Empire State College-Niagara Frontier Center has been renamed SUNY Empire at Buffalo in 2016. Since data was collected prior to this change, we have decided to refer to its former name in this study.2 More specifically, this report adopted Valenti’s commentary on social justice issues in WNY as they related to the broader notions of race, gender and income and Potter’s interpretation of WNY historical segregation as it was reflected in student income, race and neighborhood.

Has the lack of education supports around cultural sensitivity and the continued practice of conscious and unconscious residential segregation and socio-cultural inequity influenced student cross-cultural awareness and competencies in Greater Buffalo, NY?

Before delving further into this question, it is important to contextualize the culture of the Buffalo region. Historically speaking, Greater Buffalo has long been plagued with cross-cultural insensitivities, economic hardships, and racial tensions (Goldman, 1983; Fry 2012; Price 1991; Trudeau, 2006; Housel, 2009; Kucsera & Orfield, 2014.) As stated in the 2015 U.S. Department of Education’s Office of Civil Rights (OCR) report titled Better Choice for Buffalo Students: Expanding and Reforming the Criteria School Systems3:

Buffalo is a poor central city that was once a great center of American industry and commerce. It is one of the “big five” urban districts in New York state, an old big city that shows all the impacts of long-term segregation, massive suburbanization of whites and the middle class, political division, fragmentation produced by a rapidly expanding charter school system, lack of funds to maintain and upgrade the school system, administrative instability, and intense poverty in the communities of color. (Orfield et al., pg. 1-2)

As this quote alludes to, Buffalo’s segregated neighbors and schools have contributed to a citywide cultural system separated along racial and socio-economically lines, a concept we plan to address further in this micro-study.

Additionally, post WWII economic downturns created further competition for employment, housing, and education among diverse peoples in the region. These conflicts further pitted populations against each other as they vied for a better life for themselves and their families. This led to the polarization of the region between the “haves and have nots.” Case in point, Mark Goldman’s 1983 seminal work titled High Hopes: The Rise and Decline of Buffalo, New York expounded on this idea through his exploration Greater Buffalo’s migrant and immigration populations. Goldman concluded that with each new wave of migration to the region, newer populations were placed at the bottom of the social hierarchy and discriminated against. As European immigrants fled their own oppression from other European groups in the US (e.g., Irish Americans fleeing English Americans,) these groups looked for new places to settle to call their own. In the case of Greater Buffalo, Irish, German, Italian, and Polish, all historically oppressed in other parts of the country, worked to assert their dominance in this region. As these groups gained power, Freedman/African Americans, Native peoples (e.g. the Seneca), Canadians, and expats from the across the border were forced to occupy the lower echelons of Buffalonian society (Goldman; 1983).4 As such, many of these groups were not

3 It is worth noting that this report was created because of a “civil rights complaint to the U.S. Department of Education’s Office for Civil Rights (OCR). After an OCR investigation produced evidence of racial inequality, OCR and the Buffalo Public Schools agreed to jointly sponsor this study with the hope of developing a stronger, fairer choice system.” (Orfield et al., pg. v)

4 This idea that populations who were once victimized culturally by other groups continuing the legacy of abuse is a concept not uncommon in history (Llewellyn, 2002; Calmore, 1994.) The legacy of cultural abuse, where the “victims” becoming the new “abusers,” is a concept that has both consciously and consciously shaped the history

privy to the same socio-economic opportunities as the dominant cultural groups. Much of this behavior, academically classified under the headings historic memory and historic trauma, still influences the identities of racial/ethnic groups currently within Buffalonian culture.5

In recent years, more economic downturns (e.g., post-WWII and the 2008 Recession), have, once again, pitted Greater Buffalonians against each other as they struggled to find jobs and gain access to education. Interestingly enough, the same groups who maintained historic power in Buffalo (i.e., the Polish, Italian, Irish, and German) once again reasserted power over previously subjugated groups (e.g., African Americans, Native Americans, and Canadians) as well as new immigrant groups (e.g., Burmese, Somali, Iraqi, and others) in order to retain cultural and racial dominance. A perfect example of this institutionalized segregation and power struggle comes, again, from the 2015 OCR report. The report states the following:

Buffalo has struggled with high levels of segregation for at least three quarters of a century. In 1940, when the economy was based largely on the transnational shipment of iron and steel, the city’s still-small black population was extremely segregated. Almost 90% of black residents in 1940 would have needed to move to a different neighborhood in order to achieve full integration, according to one common measure. Over the next two decades, as substantial numbers of African Americans moved into Buffalo during and after World War II, [still] segregation remained extremely high. The 1960 census showed that on a scale where “0” meant no segregation and “100” meant that each neighborhood was totally one-race, virtual apartheid, Buffalo rated a staggering 87.3. In l976, when the federal court examined the evidence on housing segregation, the city was found guilty of intentional public actions fostering residential separation. In 1993, when Douglas Massey and Nancy Denton published their classic book, American Apartheid, Buffalo was still listed as one of the nation’s most hyper-segregated residential metropolitan areas. The 2010 Census showed that metro Buffalo remained one of the most segregated housing markets for African Americans in the United States. In Buffalo, the time period between 1940 and 2000 was also defined by dramatic overall population decline and increasing levels of poverty. By 2010, at the end of a massive economic shift from heavy metals to service, technology, and information, Buffalo was still one of the nation’s most segregated cities for black residents. At that time, although the Hispanic population of the region was still small (but growing), the metro segregation index for Hispanics was a significant [at] 51.8. The federal court in Buffalo found the city government guilty of intentionally fostering residential segregation in 1976, which is why the city and the school district were under court orders to support school diversity until 1995 (Orfield et al., pg. 2) 6

and settlement patterns of Greater Buffalo (Potter, 2018).5 Additionally, historical trauma, sometimes also referred to as transgenerational trauma, can create a distrust of individuals making it more likely that they will not seek assistance if needed. This distrust can manifest into fear of upward social mobility6 Sources cited in quote: Karl E. Taeuber and Alma F. Taeuber, Negroes in Cities: Residential Segregation and Neighborhood Change (New York: Anthenum, l969),39; Douglas S. Massey and Nancy A. Denton: American Apartheid: Segregation and the Making of the Underclass (Cambridge: Harvard Univ. Press, l993) City of Buffalo, 2004; Henry Taylor, ed., African Americans and the Rise of Buffalo’s Post-Industrial City, 1940 to Present (Buffalo:Buffalo Urban League, 1990); Population Studies Center, Univ. of Michigan, New Racial Segregation Measures for Large Metropolitan Areas: Analysis of The 1990-2010 Decennial Censuses, Race Segregation for

This quote is quite telling; in short, systemic racism and cultural segregation has directly excluded access for certain populations to achieve social equity and educational opportunities. The “massive suburbanization of whites,” as cited in the ORC report and the placement of high quality magnet schools in mostly white suburban neighborhoods has also limited access to education for several ethnic minorities. As Harold Kerbo stated, when one income level (usually higher) moves out of an area because those from a different socioeconomic background (typically lower) moves in, research indicates that physical and psychological boundaries around access are formed and solidified along socio-economic and racial lines (Kerbo, 2011). Further evidence of the systematic racialization of Greater Buffalo can be seen in the Weldon Cooper Center for Public Service (2013) Racial Dot Map of Buffalo (see below). In this map, you can clearly view the physical separation between racial/ethnic groups.

Image Copyright, 2013, Weldon Cooper Center for Public Service, Rector and Visitors of the University of Virginia (Dustin A. Cable, creator)

In addition, residential segregation can be observed when comparing African American populations within Buffalo (37.6%) to that of all Erie County (13.2%) (Statistical Atlas, 2018a/2018b). Combining this information with the map above, you can see the systemic isolation of African Americans, Asians, and Hispanics from particular neighborhoods. An interesting question is, how are other marginalized groups fairing in this same racialized

Largest Metro Areas (Population Over 500,000)

environment? Few citywide projects exist that document the views of all of these diverse groups, making our work even more important (see Future Research). Given the major issues already described in the region, it is worth noting that the City of Buffalo released a study in 2016 about how to improve services for Buffalo’s growing, diverse populations. The study suggested that in order to create cross-cultural awareness, organizations and institutions “can support efforts to broaden cultural exchanges and develop a curriculum to educate the general public about the benefits of Buffalo’s growing diversity” (City of Buffalo, 2016, p.7). The authors of this study believe that the Buffalo Project is very much in line with this “call to action” from the City of Buffalo. We believe this project has the power to offer suggestions, insights, and solutions to the race crisis currently plaguing the city as well as offering programming to establish better cross-cultural connections of all its citizens (see Long Term Benefits section).

That said, we also acknowledge that historical memories and traumas of past events and oppressions may be challenging the City’s and this Project’s efforts. Historical memory can consciously and unconsciously bias individuals towards a particular point of view (Nikiforov, 2017). These views may reflect a dominant or subordinates’ view of another group (e.g., when one group stereotypes another) or a biased feeling or sentiment (e.g., racism) or something worse (e.g., race riots). In its history, Buffalo has experiences all of these aforementioned examples; yet the way this history has been conveyed by different racially circumscribed communities has varied greatly, depending on the agenda and internal biases of each group (Nikiforov, 2017). When groups remaining in circumscribed areas (e.g., like those created through racial and socio-economic segregation) they tend to tell each other the same stories and retain the same memories. This makes it difficult to construct alternative memories when they are reinforced generation after generation. Anecdotally, when Rogers came to teach at SUNY Empire State College in 2010, many of her students told her that college was the first time that many of them had engaged with people from a different races (Rogers, 2013). Meaning that many students, understood each other only through the historical memories and/or traumas conveyed to them by someone else (e.g. family, friends, neighbors, media). Sometimes these historical memories reflected truths and other times stereotypes and traumas, which, in the earlier years of this project, made engagement in cross-cultural collaborative work with students more difficult. However, giving voice to these perceived difficulties ultimately led to the create of culturally inclusive activities and assignments focused on the development of student cross-cultural competencies (Rogers, 2018). As this example illustrates, the data collected from the Buffalo project as well as this micro-study has helped to create more honest and open dialogues between students (aka “safe space”), which is central goal of this project.

That said, a lack of cross-cultural understanding and difficulty speaking with diverse individuals could have a lasting effect on educational attainment. By using the data sets from the Buffalo Project AY 2012-2013 and AY 2013-2014, this micro-study uncovered some interesting thoughts and perspectives of students about the culture of this region. When we factor in variables such as a person’s gender, race, and income, we can hypothesize if the cycle of segregation is directly influencing our own student population. Since one of the main goals of the Buffalo Project and this micro-study is to determine if racial tensions influence student cross-cultural awareness and competencies, we believe our research is contributing to the larger discussion of Buffalo’s cultural future. Moreover, we believe we have the chance to see if these patterns are mimicked within the student populations at ESC. Doing so allows us to recognize

these patterns, give voice to these experiences, and to develop a plan of action, like the one recently suggested by the City of Buffalo.

Research Design and Methodology

As mentioned above, for this micro-study we constructed the following research question:

Has the lack of education supports around cultural sensitivity and the continued practice of conscious and unconscious residential segregation and socio-cultural inequity influenced student cross-cultural awareness and competencies in Greater Buffalo, NY?

Based on the above question, the following research objective was created:

Construct a local historical and statistical chronology for socio-economic, race, and gender stratification in WNY.

Methodological Overview:

Below we have included our analytical and sampling methods as well as our theoretical framework for this micro-study. As previous indicated, we hope that by measuring how respondents understand culture, as documented in the data sets, we can develop a better cultural understanding of ESC students’ mindset in the Buffalo, NY region.

Theoretical Overview. This micro-study adopted the Grounded Theory and Multivariate theoretical approaches used by the Buffalo Project 1.0. Each researcher in this micro-study adopted this frame in order to reflect the larger project parameters.

Analytical Methods. For this micro-study, we extracted specific data related to gender, income, neighborhood, and race from the Buffalo Project AY 2012-2013 and AY 2013-2014 data sets. The Buffalo Project consisted of voluntary surveys, demographic profile forms and an IRB consent form. Because a large number of possible variables were collected in the data sets, we decided to limit our variables and employ a convenience sample for this project. Additionally, utilized Valenti’s (2016) and Potter’s (2018) senior project analyses in this report. It is worth noting that some variables were consolidated to simplify our analysis. For example, in Valenti’s 2016 micro-study, she chose to group respondents who identified as Irish-American, German-American, Polish-American, and Italian-American as European-American. To be consistent, we followed both Valenti and Potter’s classification methods. Below is a chart that lists all variables pulled from the Buffalo Project AY 2012-2013 and 2013-2014:

Variables with Sub-variables AY 2012-2013 AY 2013-2014

Gender Male Female

Income < $20K $20K-29.9 K

Did not Identify Male Did not Identify Female

30K-49.9K 50K-74.9K 75K-99.9K >100K

Income < $20K $20K-29.9 K 30K-49.9K 50K-74.9K 75K-99.9K >100K Did not disclose

Neighborhood Buffalo7

West Seneca Niagara Falls South Buffalo Cheektowaga Lancaster Grand Island Tonawanda North Tonawanda Hamburg Orchard Park Amherst Williamsville Clarence

Race European American8

African American American Middle Eastern Hispanic Native American Did not identify Multiracial

Sampling Methods. In both Valenti’s and Potter’s studies, data was collected from the survey and participant profile forms and were cataloged and organized in a secured flash drive. For this micro-study, the researchers employed a convenience sample; meaning we sampled sections of both Valenti and Potter’s unpublished reports, collected new data, and adapted our interpretations based on said information. Valenti’s report analyzed 79 respondents while Potter’s report analyzed 63 respondents. It should be noted that the sample size for each report varied due to the lack of completed survey documents (e.g., missing an IRB consent form.) For example, Potter reduced the original sample size (N= 63 to N= 40) because questions were omitted and/or skipped by the respondent. For a more detailed breakdown of each report, please Valenti 2016 and Potter 2018.

Limitations7 In Potter’s 2018 study titled Income, Race, and Neighborhood: A Study of Residential Segregation in Greater Buffalo the author-condensed data pulled from the Buffalo Project AY 2013-2014 by combining Buffalo, Buffalo, NY, and City of Buffalo to unify the Buffalo title.8 In Valenti’s 2016 study titled Race, Gender, and Income: An Ethnographic Study of Western New York the author condensed data pulled from the Buffalo Project AY 2012-2013 by combining Polish American, Irish American, German American, and Italian American to the unified European American title.

Due to the lack of distinction among income, it is difficult to precisely say whether the individuals in this survey responded with their individual income or that of all who reside within their home. Additionally, the survey and participant forms were voluntary, meaning that not all participants answered all questions. Due to this, there will be a difference in the total amount of original respondents and the numbers of respondents listed in the table below.

Results

For our work, each researcher compiled sources and extracted data, specifically pulling from the responses to the Buffalo Project AY 2012-2013 and AY 2013-2014. As will be seen, the analysis highlights a noticeable connection between people, race, gender, income, and residential neighborhood.

Figure 1. Income Variation by Neighborhood

Adapted from Participant Profile Forms of the Buffalo Project (AY 2013-2014). Retrieved from Potter’s (2018) Income, Race, and Neighborhood: A Study of Residential Segregation in Greater

Buffalo

Figure 1 represents the income variation by neighborhood based on the survey respondent’s participant profile forms from the Buffalo Project AY 2013-2014. As indicated by the results, for the respondents that answered that they lived in Buffalo 42.8% (N=6), they also indicated that they had an income of $30,000-$49,999, which is relatively lower than the average household income for Erie County of $52,744 (Census, 2016). However, this supports the median income of $33,119 for residents of the city of Buffalo (Census, 2016). The results also indicated that most respondents (N=23 or 57.5%) have an income of $50,000 or higher, placing them close to

or above the average household income for Erie County of $52,744 (Census, 2016). These results indicate that while the sample sizes utilized for this study are small, they do resemble current Census data. It also illustrates that the students from the suburbs tend to have more money than students from Buffalo proper.

Table 1. Race, Gender, and Income of Survey Respondents (AY 2012-2013) 9

<$20 K $20-29.9K $30-49.9 K $50-74.9 K $75-99.9 K > $100 K Did not Disclose

European American Female 2 2 3 3 6 1 2

European American Male 1 0 1 1 2 1 0

African American Female 2 1 4 2 1 0 0

African American Male 0 1 0 1 0 1 1

American Female 0 4 5 5 6 6 0

American Male 0 1 4 2 0 1 0

Middle Eastern Female 0 0 0 0 0 0 0

Middle Eastern Male 0 0 1 0 0 0 0

Hispanic Female 0 0 1 0 0 1 0

Hispanic Male 1 0 0 0 0 0 0

Native American Female 0 0 0 0 0 0 0

Native American Male 0 0 0 0 0 0 0

Did Not Identify Female 0 0 0 0 0 0 0

Did Not Identify Male 0 0 1 0 0 0 0

Multiracial Female 0 0 1 0 0 0 0

Multiracial Male 0 0 0 0 0 0 0Totals

Total 6 9 21 14 15 11 3 79Female 4 7 14 10 13 8 2 58Male 2 2 7 4 2 3 1 21

Adapted from participant forms of the Buffalo Project (AY 2013-2014). Retrieved from Valenti’s (2016) Race, Gender, and Income: An Ethnographic Study of Western New York

Table 1.2 above breaks down the gender, race, and income of the individuals who participated in the Buffalo Project survey AY 2012-2013. Of the survey participants, 58 (73.4%) were female and 21 (26.6%) were male. Among the female respondents there was a significant difference in the amount of income made by European American females; this group reported an annual income of $75,000 or more (N=7 or 12.1%) as compared to African American females (N=1 or 1.7%). Additionally the vast majority of respondents who made $50 K or higher (N=40) only four respondents represented a racially marginalized group (e.g. African American.) This data combined with the prior table, indicates a possible lack of access to wealth and opportunities for upward socio-economic mobility within marginalized populations in Greater Buffalo, specifically within African American populations.

Table 2. Cultural Understanding amongst Survey Respondents (AY 2013-2014)

9 Valenti’s calculations account for all participants and does not exclude the 3 individuals who did not disclose their income.

Question Strongly Agree

Agree Unsure Disagree Strongly Disagree

N

I consider myself culturally sensitive?

28.33% N= 17

51.67% N= 31

16.67% N= 10

3.33% N= 2

0% N= 0

60

I believe that cultural understanding is important to the college learning environment?

52.46% N= 32

36.07% N= 22

6.56% N= 4

3.28% N= 2

1.64% N= 1

61

I am unsure how to approach others about their cultural backgrounds?

3.33% N= 2

23.33% N= 14

18.33% N= 11

38.33% N= 23

16.67% N= 10

60

I believe that other peoples' languages are important to include in the college environment?

18.03% N= 11

36.07% N= 22

21.31% N= 13

14.75% N= 9

9.84% N= 6

61

Adapted from the participant survey responses to the Buffalo Project AY 2013-2014

Table 2 demonstrates that there is a possible disconnect between a person’s perceived understanding of culture and its defined meaning. For the first question, regarding if the respondent considers themselves culturally sensitive, roughly 80% of respondents (N=48) responded with either strongly agree or agree. Additionally, 88.53% of respondents (N= 4) either strongly agreed or agreed that cultural understanding is important to the college learning environment. These results suggested that most respondents perceived themselves as being culturally sensitive while also believing in the importance of cultural understanding as a key component of the college-learning environment. However, regarding the questions concerning comfortability approaching others about their cultural backgrounds as well as the importance of language on college campuses, the responses indicated a drastic contradiction in the application of cultural competences in their actual lives. For example, 44.99% of respondents (N=27) selected strongly agree, agree, or unsure about how to approach someone about their cultural background. Additionally, 55% of respondents (N=33) either disagreed or strongly disagreed with the notion of being uncomfortable when approaching others about their cultural backgrounds. This data indicates that we had an almost 30% drop from the perception of being culturally competent to the application of cultural competencies in real-life. When the respondents answered the question of language, 54.1% of respondents (N=33) indicated that they strongly agree or agree that they believe other people’s languages are important to include in the college environment. This once again illustrates a 30% difference between students’ perceptions of culture and its application in students’ actual lives. Additionally, 21.31% of respondents (N=13) indicated that they were unsure of the importance or language while 24.59% (N=15) strongly disagreed or disagreed. These strong statements illustrate a perceived distrust of languages in schools. What is most interesting about this last question is that, up until 2010, the

State University of New York (SUNY) included foreign language as a general education course requirement for all SUNY students. Even now, SUNY suggests foreign language as an option for meeting general education requirements for all students. Meaning that students in this region, despite the importance placed on it by the SUNY system and ESC, do not seem to agree with its importance in their own lives. Additionally, Buffalo schools require students to take foreign language in high schools. Meaning once again, that this data indicates that no matter the role of these requirements in formalized education, some students do not agree with or understand why languages of others cultures need to be learned in school, an obvious disconnection between a personal application of cross-cultural awareness as it relates to language. This data is of note since, in recent years, Buffalo has drastically increased its international population and could see a rise in cross-cultural misunderstandings if not addressed (see Future Research).

Interpretations and Conclusions

Overall, this micro-study reaffirms that while the population continues to increase its diversity, residential segregation; lack of socio-economic equity and cross-cultural awareness among students is prevalent and has the potential to negatively influence the learning environment for diverse students. Meaning the we have proof that both there is a need for more cultural sensitivity training and the acknowledgement of role that historical memory/traumas play in the student learning process. Additionally, our data shows a correlation between residential and academic segregation and socio-economic status, race, and gender. As such, we have shown that in the Buffalo region, race, gender, and income inequalities are still prevalent and impacting the ESC learning community as well as the Greater Buffalo community at large.

From these results, we can argue that, if not addressed, a lack of cultural sensitivity training in student can led to further evidence of re-segregation (Price, 1991; Goldman, 1983). As suggested, historical memories and traumas, highlighted throughout the document, seem to have influenced aspects of ESC student responses. This is further demonstrated when we analyzed other research, such as the 2015 ORC report, concerning the segregation of students who reside in the Greater Buffalo, NY region. The apparent disconnect between how students view culture theoretically versus how they apply culture and cultural sensitivities to others in their lives is of concern. It is quite possible that the current US notion of being “PC” (aka political correctness) has caused students to hide their actual feelings and beliefs from each other. As a result, individuals may have responded based on how they thought they should rather than how they truly felt. Highlighting this discrepancy further supports the need for more cultural sensitivity training across educational systems in this region.

The results also indicated that there was a notable income disparity between respondents who resided within the city of Buffalo and those who did not. Because there is a notable racialization of the suburbs and city of Buffalo, we can assume this disparity is both socio-economic and racially based. Further, when looking at gender and race, we discovered that a female’s race has more influence on her household income than her gender. This does not discredit the proven statistical fact that females earn less than males, but instead points to the weight gender and race play on an individual’s income in this region. As previously highlighted, the City of Buffalo has a high concentration of African Americans within Buffalo proper, while the historically dominant European American population is highly concentrated in the suburbs.

This fact is supported by our research, further substantiating historical and contemporary racial and socio-economic segregation.

As we have discussed, there is a historical memory10 in Greater Buffalo that includes the systematic domination of one cultural group (European Americans) over another (minority populations). This fact has led to systemic discrimination and segregation within the region (Nikiforov, 2017, p.390). While colleges have been implementing programs to address cultural competencies in the region, few institutions have looked to the students themselves to help build these programmatic changes. F. Nelson Laird of the University of Michigan stated, “Students with more experiences with diversity, particularly enrollment in diversity courses and positive interactions with diverse peers, are more likely to score higher on academic self-confidence, social agency, and critical thinking disposition” (Laird, 2005, p. 365 quoted in Rogers and Woznick, 2014). Student well-being becomes an issue when students do not feel comfortable around other students based on the perception (factual or not) of differing cultures, which supports the need for more cross-cultural awareness training in schools and institution of Higher learning. Due to the lengthy history and continuation of neighborhood segregation in the region in addition to other forms of discrimination, there is a highly likelihood that historical trauma will continue if not monitored or addressed. Therefore, we must challenge the historical memories of Greater Buffalo that are negatively influencing cross-cultural awareness and competencies by presenting data that breaks down myths and stereotypes across various cultural groups. Our results support the notion that a racialized cycle of oppression continues to linger in Greater Buffalo. A lack of cultural sensitivity has led to the growth residential segregation, which has hindered certain groups’ access to wealth and education. Our conclusion is that in order to break the cycle, change must occur. Our suggestion is that educating students can help make that change happen. Through campus programs, like the Buffalo Project, we can foster an increased “safe space” for students to interact, learn from each other, and develop cultural sensitivity. By increasing their sensitivity towards each other, we can lead them to be better community leaders and citizens, so that Greater Buffalo can truly be a “City of Good Neighbors.”11

Future Research

As Rogers and Woznick (2014) discussed, a lack of cultural sensitivity on campus can negatively affect the retention and completion rates of students. The data utilized for this micro-study further supports the connection between residential segregation, cultural sensitivity, which we believe can directly correlate to educational attainment and/or retention of diverse peoples. In an attempt to combat these findings, we have continued to host events that bring diverse peoples together with the hopes of fostering more cross-cultural awareness. These events included two deliberative discussions that focused on bridging and bonding US political divides during

10 When discussing historical memory, it is critical to examine these memories “via accurate historical science” to account for any bias, privilege, distortion or other factors that may be influencing the memory.11 Along with this report being published in 2018, there is an article in the works that is expected to be published by Diversity Magazine in the spring of 2018. Additionally, there have been events at the college to aid in cultural understanding on campus. These events include two deliberative discussions that focused on bridging and bonding as well as the devastation in Puerto Rico due to Hurricane Maria. Global Food Festivals have also occurred with many accolades from those who attended. For each event, the participants have been varied in their backgrounds and cultures and have received a great deal of positive feedback from those who attended.

political upheaval and how to engage with Caribbean students in conversation about the devastation in Puerto Rico, post Hurricane Maria. Additionally, we hosted a Global Food Festival were students were asked to identify how their food represented part of their identity and culture.

In addition to these events, in AY 2017-2018, we have begun work on the Buffalo Project 2.0 with Dr. Rhianna Rogers as lead PI, Dominique Murawski as co-PI, and Halee Potter as a research assistant (other research associated to be named at a later date.) During this time, we revised the survey, participant questionnaire, and consent forms. The Buffalo Project 2.0 has IRB approval to distribute the survey to students of SUNY Empire State College. In addition to reevaluating SUNY Empire State College 7 years after the first Buffalo Project began, the project is expected to expand to two additional SUNY colleges in the Western New York region. The goal of the project will remain like the original and will focus on cultural awareness at Greater Buffalo institutes of Higher Education and how these institutes can create a more culturally aware environment for students.

Additionally, with the resurgence of the immigrant population in recent years, more community-based research is important. Understanding how the residential segregation is affecting Buffalonians essentially allows us the ability to understand how it is affecting the diverse populations that continue to grow. In 2016, the city of Buffalo published The New Americans in Buffalo and Syracuse Study that brought to light that the immigrant population in Buffalo increased 95% from 2006 to 2013. In addition, the study’s purpose is to assure that the city remains a location that is attractive to immigrants. This study indicated that immigrant population is estimated to have brought in $3.1 billion in revenue for the region (2017). With governmental forces looking to further increase diversity by attracting more immigrants and since little has been done with immigrants, it becomes further important that the residential segregation and cultural sensitivity of the region are better understood.

Furthermore, we feel that our micro-study along with the additional local information collected will add to the ongoing discussion surrounding diversity and campus climate. By adding to this discussion, it is our hope that this work will contribute to the evolution of cultural understanding. Moreover, with the current desire by the city to attract more immigrants, understanding the underlying segregation and cultural sensitivity issues is key. With the work we have produced and the creation of the Buffalo Project 2.0, we look to further the conversation and understanding of residential segregation, cultural sensitivity, as well as the influence they can play on higher education institutions and their students.

Work Cited

Bagwell, T. (2016). Right Here, Right Now: The Buffalo Anthology. Edited by Jody K. Biehl. Belt Publishing; Cleveland, OH.

Cable, D. (2013), Weldon Cooper Center for Public Service. University of Virginia. Retrieved from https://demographics.coopercenter.org/Racial-Dot-Map

Calmore, J. O. (1994). Racialized space and the culture of segregation: Hewing a stone of hope

from a mountain of despair. U. Pa. L. Rev., 143, 1233.

Census QuickFacts. United States Census Bureau. Retrieved from https://www.census.gov/quickfacts/fact/table/buffalocitynewyork,eriecountynewyork,US/PST045216

City of Buffalo. (2016). New Americans Study: A strategic action plan to advance immigrant and refugee integration and success. Retrieved from https://www.ci.buffalo.ny.us/files/1_2_1/Mayor/NewAmericansStudy.pdf

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Buffalo, New York. Social & Cultural Geography, 10(2), 131-151.

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APPENDIX A

BUFFALO PROJECT 1.0 SURVEY CONSENT FORM

Purpose of the Research. We are conducting an ethnographic study of cultural openness at Empire State College’s Niagara Frontier Center (ESC-NFC) and its affiliated Units. This project utilizes aspects of the Grounded Theory approach, first introduced by Drs. Barney Glaser and Anselm Strauss (1967), in conjunction with the quantitative principles of the Multivariant Approach. We hope that the combination of both theoretical approaches will allow us to use historical research, survey and census data, as well as participant profile tabulations to observe the effectiveness of NFC as a culturally open regional center. Participants will submit surveys in order to communicate with external and internal audiences the role of cultural in the learning process at NFC.

Procedure & Duration. This study will include a short survey and participant profile form about your experiences with culture at ESC-NFC.

Voluntary Nature. Participation is voluntary and responses will be kept confidential. You have the option to not respond to any survey questions that you choose. Participation or nonparticipation will not impact your relationship with Empire State College. Though the PI is an instructor, only those students who consent will have their experiences included in the analysis, including students who may have taken or are taking courses with the PI. Status of consent will not impact course grades in any way. You are free to withdraw your participation at any time without penalty.

Confidentiality. During this survey you will not be asked for your name. Your survey responses will not impact your grades at ESC in anyway.

The results from the study could be presented in educational settings and at professional conferences, and the results might be published in a professional journal. No identifying information will be presented in any capacity to protect your anonymity.

Risks and Benefits. Whenever one works with the internet there is always the risk of compromising privacy, confidentiality, and/or anonymity. We’ve taken precautions to insure this does not happen but if you participate in the online survey and submit answers, you should close your browser.

The results of the study will be used for improving future courses at Empire State College, to improve learning experiences at ESC-NFC, and for scholarly purposes only.

Compliance Officer, Empire State College, One Union Avenue, Saratoga Springs, NY 12866-4391; 518 587-2100 ext. 2358.

Implied Consent. By signing below, you imply that you have read this information and agree to participate in this research. By signing this informed consent to participate you affirm that you are at least 18 years of age. Thank you for your participation.

Participant Name (Printed):___________________________________

Date: ________________

Participant Signature: _______________________________________

Date: ________________

APPENDIX B

BUFFALO PROJECT 1.0 PARTICIPANT PROFILE FORM

PRINCIPAL INVESTIGATOR: Dr. Rhianna C. RogersRESEARCH ASSISTANT: Maria L. Tripi

Theoretical Overview:

This project utilizes aspects of the Grounded Theory approach, first introduced by Drs. Barney Glaser and Anselm Strauss (1967), in conjunction with the quantitative principles of the Multivariant Approach. We hope that the combination of both theoretical approaches will allow us to use historical research, survey and census data, as well as participant profile tabulations to observe the effectiveness of NFC as a culturally open regional center. Participants will submit surveys in order to communicate with external and internal audiences the role of cultural in the learning process at NFC. To do so, this project utilizes multiple distribution platforms to collect information, including mini-disclaimer lectures and online postings that correlate with the use and collection of online web surveys and in-person survey results.

Directions: Please check all boxes that apply

1) What is your gender?Male Female Other

2) What is your age? Under 20 20-39 40-49 50-59 60-69 70-79

3) Where do you currently live? (e.g. City/Town/Neighborhood)_________________________

4) How long have you lived in Western New York? (years)0-5yrs 6-10yrs 11-15yrs 16-20yrs 21-25yrs 26yrs and over

5) Estimate your annual household income (US Dollars)Less than $20,000 $20,000-$29,000 $30,000-$49,000

$50,000-$74-999 $75,000-$99,000 $100,000 and above

6) Do you consider yourself religious and/or spiritual? Yes NoIf yes, please indicate which religion or spiritual group: ___________________________

7) Which of the following best describes your occupation?

Sales/Marketing Trade/Labor Education/Student

Manager Medical Professional

Other: ______________

8) What is your relationship status? (Check all that apply)

Married Living together Single Never Married

Widowed Separated Divorced

9) How do you classify your race? (Check all that apply or fill in space below)

American Italian-American Irish-American

African-American German-American Native-American

Hispanic/Latin American Polish-American Middle Eastern-American

Bi-Racial (please clarify) ____________ Multi-Racial (please clarify) ____________

Immigrant (please clarify) ____________ Other (please clarify) __________________

10) Have you ever served in the military?

Yes No

11) Would you classify yourself as a student with a disability?

Yes No

12) Are you the first in your family to attend college?

Yes No

13) How are you affiliated with SUNY-Empire State College (mark all that apply)

Part-time student Full-time student Non-matriculated student

NFC-Cheektowaga NFC-Olean NFC-Lockport

NFC-Jamestown NFC-Fredonia NFC-CDL (Primary Learning Center)

APPENDIX C

BUFFALO PROJECT 1.0 PARTICIPANT SURVEY FORM

Project Research Question and Objectives: How can ESC/NFC become a more culturally ‘open” regional center?

PRINCIPAL INVESTIGATORS: Rhianna C. Rogers, Ph.D. and Aimee M. Woznick, Ph.D.

To help us better serve you, please complete this survey and return it to us. Thank you!

Strongly Agree Agree Unsure Disagree Strongly

DisagreeI believe that ESC-NFC is a culturally open institutionI believe that cultural understanding is important to the college learning environmentI believe that my own cultural identity is importantI believe that other peoples’ cultural identities are importantI believe that the preservation of neighborhood identity is importantI believe that the preservation of Western New York identity is importantI take the time to understand various cultures and their differences and similaritiesI enjoy learning about different races and ethnicities in a college settingI enjoy learning about different races and ethnicities in a personal settingI am unsure how to approach others about their cultural backgroundsI believe that cultural misunderstandings hurt othersI believe that discrimination of any type still existsI consider myself culturally sensitiveI believe that other peoples’ languages are important to include in the college environmentI believe that the use and knowledge of technology differs between cultural groups

I believe socio-economic opportunity impacts culture and subcultures differently

1. What do you think it means to be “cultured”? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What do you think would make ESC/NFC a more culturally open educational institution for students? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What do you think is your greatest obstacle for being a success at ESC? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________