State-Of-Black-Oregon-2015

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ESSAY 5TACKLING INEQUITY HEAD-ONKeva M. Miller, PhD, LCSW, Associate Dean and Associate ProfessorPortland State University School of Social WorkAcross the country, it’s acknowledgedthat racial disparity exists withinAmerica’s institutions. We see thisespecially in the number of Blackchildren in the child welfare system and the seaof Black individuals in the correctional systems.For example, in Oregon, Black people makeup nearly 10 percent of the prison populationdespite being only 2 percent of the overallpopulation. Black children are removed fromtheir families by child welfare agencies at seventimes the rate of White children. 13 Yet, accordingto many, Oregon is a “progressive” state. Or arewe truly progressive when it comes to race?In larger urban areas, people speak with prideabout the community’s progressive stance onsocial issues, including racial equity. In ruralcommunities, we are quick to point out thatfew, if any, people of color reside in smallercommunities and are clearly not visible withinthese communities’ systems. Some call thisvalue “color blindness.” I call it theoreticalprogressiveness; it is easy to believe in theorythat we are open to all individuals, yet we rarelyengage with or expose ourselves to people withdifferent identities. As a result, there is no senseof urgency to address racial disparity faced bypeople of color across the state. Depending onthe political climate, the commitment to changewaxes and wanes.Oregon’s Black community can no longerafford such a state of denial or apathy. A trulyprogressive Oregon must embrace the factthat communities of color, including BlackOregonians, are growing in number andincreasingly essential to our state’s success.Current practices that disproportionatelymarginalize and institutionalize Black familiesare unsustainable; costly for the taxpayers, anda stress on human resources. Racial inequitymust be addressed.KEY RECOMMENDATIONSCritical steps that can be implemented withinsystems to address racial disproportionalityand disparity:• Implementing accurate data systems• Partnering with leadership in stakeholdercommunities to change policies andpractices, not just engagement• Shifting work environments to supporta culturally competent workforceby creating checks and balances toeliminate personal and structural bias inorganizational values and culture• Re-examining policies and practicesthat contribute to disproportionality andredesigning them• Understanding that families need multiplesupports. Cross-systems collaborationto help break down silos and fosterinteragency communication, coordinationand shared accountability• Bringing family and community resourcesinto the process, as cultural experts incourt proceedings, caseworker trainingand advisory meetings38
“We have a powerful potential in our youth,and we must have the courage to change oldideas and practices so that we may directtheir power toward good ends.”— Mary McLeod Bethune39
Page 1 and 2: STATE OFBLACKOREGON2015
Page 5: FOREWORDThe State of Black Oregon 2
Page 8 and 9: ACKNOWLEDGMENTSWe gratefully acknow
Page 10 and 11: + CONTENTSIntroduction 10SECTION 1:
Page 12 and 13: Chapter 5 92 GROWING A WORKFORCEEss
Page 14 and 15: INTRODUCTIONSTATE OF BLACK OREGON 2
Page 17 and 18: SECTION 1CHILDREN& YOUTHCHAPTER 1 1
Page 19 and 20: ACTION VISIONThe best way to streng
Page 21 and 22: FAMILY-BASED CARE AND SUPPORTAll fa
Page 23 and 24: CRITICAL SUPPORT FOR BLACK MOTHERSP
Page 25 and 26: interface with these stressed syste
Page 28 and 29: CASE STUDY 2AFRICAN & AFRICAN AMERI
Page 30 and 31: HOUSING AND EDUCATIONAL IMPLICATION
Page 32 and 33: POLICY ACTIONSThe best way to stren
Page 34 and 35: CHAPTER 2PROTECT & EDUCATEFor Black
Page 36 and 37: ESSAY 3THE POWER OF IMAGEKali Thorn
Page 38: ESSAY 4REBUILDING STRONG SUPPORTSFO
Page 41: REROUTING THE SCHOOL-TO-PRISON PIPE
Page 46: CASE STUDY 4TRAILBLAZING A PATHWAY
Page 49 and 50: graders, mostly from Lane County. A
Page 52 and 53: BLACK MALE ACHIEVEMENT IN MULTNOMAH
Page 54 and 55: POLICY ACTIONSEvery child should be
Page 56 and 57: CHAPTER 3PREPARE, SUPPORT & EMPLOYT
Page 58 and 59: ESSAY 6CREATING OPPORTUNITIES INSCH
Page 60 and 61: ESSAY 7PREPARING BLACK YOUTHFOR THE
Page 62: CASE STUDY 6MAKING EDUCATION AFFORD
Page 66: OREGON SNAPSHOT“DON’T FORGET AB
Page 69 and 70: De Marcus Preston, community non-vi
Page 71: “Where there isno vision, there i
Page 74 and 75: CHAPTER 4SECURITY AND WELL-BEINGEmp
Page 76 and 77: ESSAY 8AN ECONOMIC JUSTICEFOUNDATIO
Page 78 and 79: ESSAY 9HOLISTIC SOLUTIONS FORINCLUS
Page 80 and 81: BLACK IMMIGRANTS & REFUGEES,COMMUNI
Page 82: CASE STUDY 8BELINDA JILES IS CONNEC
Page 85 and 86: PEOPLE WITH DISABILITIESIn Oregon13
Page 87 and 88: point—you decide to acquiesce. Yo
Page 89 and 90: PERCENT OF POPULATION LIVING WITHIN
Page 91 and 92: data since the 1980s. The data are
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A coach in area high schools for si
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“We are caught in aninescapable n
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ACTION VISIONAs the Oregon private
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community-based and collaborative s
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Kimberlin ButlerPresident, Urban Le
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Building to offer real apprenticesh
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101
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103
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Labor Commissioner Brad Avakian say
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107
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Work-Ready Communities, we must fir
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111
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ACTION VISIONStrengthening financia
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Stephen Green at theOregon Public H
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INTERGENERATIONAL CHANGES, INTERGEN
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UPWARD MOBILITY43%of Americans born
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participants in a White supremacist
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Kayin and Cleo Davis of SoapboxTheo
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this also limited his productivity.
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Much of the town’s economy depend
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“What the peoplewant is very simp
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SECTION 3COMMUNITYCHAPTER 7 132PROT
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ACTION VISIONUrban renewal, law enf
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Dr. Lisa K. Bates at the work siteo
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A BLACK-CENTEREDAPPROACHTO PLANNING
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JUVENILE JUSTICEIn Oregon, Black yo
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TAKING ACTION FOR BLACK IMMIGRANT &
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3. Appropriate discipline, includin
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145
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There are also tensions left over f
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Gwendolyn does, however, see potent
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151
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she was 6 years old, and her father
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• Adopting of the HUD mandate toA
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157
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ELECTORAL POLITICS• Elect decisio
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ehind educationally and being expel
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OVERCOMING BARRIERS TO CIVIC ENGAGE
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encouraging other news outlets to a
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167
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DIRECT SERVICEDEFINITION: This appr
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APPENDICES171
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APPENDIX AREPORT FRAMING, POLICY AC
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10. Oregon’s school-to-prison pip
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CHAPTER 61. United States Census Bu
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DemographicsOregon Profile Black #
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Median Household Income (change ove
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Arrests and Incarceration Black Whi
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School Profile Black White Of Color
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Foster Care and Adoption Black Whit
Page 193 and 194:
Health Outcomes Black White SourceC
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APPENDIX DBLACK OLDER ADULTS FOCUS
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APPENDIX FMETHODOLOGY AND LIMITATIO
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Published byURBAN LEAGUEOF PORTLAND
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