EYE ON THE PROFESSION
A CLOSER LOOK AT TRENDS AND ISSUES IN THE PARK AND RECREATION PROFESSION
WILLIAMJ. M. WALD, CLP
is the executive director of the Illinois Park and Recreation Association. He has been
deputy executive director of the association since 1994 and before that, for two
years he was IPRA membership services director. Wald is a graduate of Western
Illinois University, Roosevelt University and the National Golf Foundation/Oglebay
School of Golf Management. He can be reached at 630.752.0141 or wald@ilipra.org.
Cultural Diversity
Taking a closer look at ourselves and at others
In choosing and researching my first "Eye on the Profession" topic as executive director of the Illinois Park and Recreation Association, I realized that cultural diversity is something that cannot be totally covered in one article and that research on the subject as it relates to the park and recreation field needs more attention. However, what can be learned immediately is the concept of more tolerance and acceptance of all citizens within our communities.
"Diversity consciousness" simply cannot be mandated into a system, integrated into a corporate culture, or prompted by financial incentives. It is reflective of an attitude that organizations and their staffs must adopt, so they can change their basic concepts about the public, employees and participants. Diversity consciousness converts "them" into "us."
Most people hold the belief
that every human being is of
equal worth, entitled to the
same privileges and opportunities, without regard to race,
gender, disability or age. This
fundamental belief has led to
changes in the way we manage our agencies and programs;
however, there is much more work to be done as we
enter the 21 century.
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The hard truth is that inequalities do exist within our communities due to stereotyping and preconceived ideas about a person based on race, gender, religious or cultural origins, age, physical or mental limitations, and more. Nevertheless, it is incumbent upon us to look past these categories when serving our communities' park and recreational needs. The basic conceptual terms of cultural diversity are changing within society. In defining cultural diversity, as professionals we all must remember that the term represents more than culture, religion or ethnicity. Cultural diversity is being redefined as the greater acceptance of disability, age and sexual orientation. Thus, it is imperative that park and recreation professionals understand the makeup of the community served and that we remember that these communities are changing on a yearly basis. |
A Closer Look at Census Data
The U.S. Census Bureau released figures in February of 1999 that document what we have been seeing for more than a decade: the American melting pot continues to thicken, and effects are evident throughout Illinois. All regions are rapidly swelling with new citizens of all races and national origins who are redefining the communities in which we live.
A recent study by the U.S. Census Bureau shows that the Asian/Pacific Islander and Hispanic populations have seen higher increases over the past years. In Illinois, the Asian population is up 37.9 percent, the Hispanic population increased 35.4 percent, American Indian 12.9 percent, and Black 7.8 percent.
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The Black population still represents the greatest minority with 15.3 percent of the Illinois population. Though Asian populations represent 3.3 percent of the total population, the Hispanic population represents 10.4 percent and is expected to take over as the largest minority by 2004 in Illinois. We must look at serving a more cultural diverse community not as a burden, but as an opportunity to explore and understand other backgrounds and lifestyles. This will enable the parks and recreation professional to better understand how we can be the unit of government that brings all segments of the populations together. |
At 3 to 4 years of age, children are better at noticing differences in other people than younger children, but they are also susceptible to believing stereotypes. |
Let's Begin with Children
The largest part of our service centers around children. Children are the most influential element regarding cultural bigotry. They absorb the reactions and behaviors of those around them. Communicating cultural values to
8/ Illinois Parks and Recreation
young children is a part of every society. In K. J. Swick's
publication "Readings on Multicultural Learning and
Early Childhood Education," the author notes that cultural influences on children come from many sources including the family, neighborhoods, community centers
and the media. Swick also stresses the importance of young
children developing a sense of pride in themselves and a
sense of understanding of people of various cultures.
According to well-established research, sometime between ages 3 and 4, children become aware of differences
based on racial and ethnic background. The fourth year of
life seems to be a crucial age in terms of racial awareness.
These children may not fully understand racial differences, but they have begun to realize that color differences
have social meaning. At 3 to 4 years of age, children are
better at noticing differences in other people than younger
children, but they are also susceptible to believing stereotypes.
Park and recreation professionals must clearly understand, train and communicate to those working with children how highly influential they are and how a program
leader or counselor will shape a child's opinion about culturally different individuals around them. This starts with
a clear and concise policy regarding cultural diversity and
includes the ramifications for neglecting that policy. It also
involves open and frank discussions on the topic with
leaders before the start of any program and the constant
search for and elimination of bigotry and negative influences upon children in the park and recreation setting.
Ours is the opportunity to bring all facets of the community together with the highest levels of tolerance and
acceptance. Placing individuals without those values in
roles of influence with children or with groups of any age
undermines the importance of our role in the community
and reduces our chance to make a significant contribution
to the well-being of society.
November/December 1999 /9