Dialogue on the Economic Status of Miami-Dade County:
Getting a Slice of the Pie
report submitted by Dawn Emerson Addy

Developing awareness about issues affecting the community or raising social consciousness has always been a precursor to social movement. Whether they work on these issues internally or externally, it is fundamental to the survival of organizations that they engage their members and reach out to the broader community on these issues.

South Florida has long been a racially and ethnically diverse community. Newcomers and longtime residents alike have contributed to our unique culture and history. Neighborhoods, churches, workplaces, and labor organizations have often been and, for the most part continue to be, segregated across these differences. These same cultural and racial differences have also divided us on issues ranging from educational and economic opportunity to language differences; from immigration laws and policies to inter-ethnic relations. Ethnic and racial tensions have become an accepted part of daily life.

What do these population shifts mean for the future of our democratic and economic systems? What challenges and opportunities will these changes in our communities present to workers and their organizations? What does it mean to arrive in this country as an immigrant and suddenly become part of a marginalized identity group; to come from a majority community in one's home culture into one where you are perceived as part of a minority? What does it mean for generations who have grown up in South Florida to have their children move away because they cannot find a job in their field even though it does not require Spanish/English skills? These are some of the questions residents of the South Florida area grapple with in our study circle dialogue sessions.

As one participant puts it:

The end of a dialogue session does not necessarily provide the "right" or "proper" answers, the completion of tasks or an end to the dialogue. A closure may involve raising questions with no easy answers or challenging group members to consider different options which they may not have heard before. At times, the closing of one dialogue is the beginning of future endeavors or a new process in forging positive relationships. Jim Howe, Director of Miami NCCJ The MV:OC Mission is to promote community building, in depth conversation and civic investment by concerned residents who call South Florida their home. These discussions lead to concrete actions ranging from neighborhood crime watches, monitoring legislation, involvement with schools, involvement with economic issues, health issues, homeless issues and more.

In fall of 2000 the Center for Labor Research and Studies hosted a dialogue focused on economic status and equitable opportunity. Subject matter experts; Dr. Bruce Nissen, FIU/CLRS; and Antonio Canero, Esq. briefly described the current economic picture for residents and newly arrived immigrants. In a simple four hour discussion format economic issues in Miami-Dade County were explored by some of its citizens.

Each session was carefully structured to stimulate diverse perspectives and initiate honest and heartfelt discussion. The first session opened with the statement:

"Some people say that immigration issues and race relations as they impact the workplace have been getting better over the years and that we have made significant progress toward equal access to jobs, economic opportunity and positions within business. Some feel that equity schemes such as Affirmative Action are no longer necessary and in some cases, highly inappropriate as a means of "leveling the playing field."

However, there are others who seem less hopeful about relations among racial and ethnic groups. They have observed and been distressed by the rise in hate crimes over the past decade and tension not only between blacks and whites, but among other groups as well. In the Miami-Dade community, We saw how the Elian Gonzalez situation drove wedges between various ethnic communities and within places of work across the county.

The purpose of this session is to examine common phenomena about economic status as it impacts neighborhood groups and how race and immigration issues affect the workplace and the economy. Through a structured "Study Circle" dialogue process we will explore some of the beliefs that underlie the characteristics of those relationships."

 Participants were placed in pairs that changed to a new partner with each question asked. They were instructed:
"Let’s think about our neighborhoods, places of work and the large events that made the news last year... 1.) Introduce yourself and describe the neighborhood you currently live in. What is its economic status for the most part? Who lives there (racial and ethnic composition)?
How do your family and others in your neighborhood relate to other neighborhoods and community groups that are different from yourselves? (racially, ethnically, economically?)

2.) What is the community atmosphere in your neighborhood? Are there issues or events that have pulled the neighborhood together (or apart)? What have those been? Describe.

 Many participants expressed experiences of "lack of community." "It is easy to complain but difficult to offer help or find solutions." First generaion immigrant communities are often too busy working to survive to be concerned with "others" in the broader community. Many bedroom communities have "no contact with the community we live in" especially in areas of unicorporated Dade" where their is no apparrent neighborhood structure. Those with children gain a sense of community through school and interactions with other parents. Ethnic enclaves seem to offer the best sense of community, however, for some neighborhoods, "common adversities (such as hurricanes) have brought us together to help eachother, rally, talk, and give us a sense of security." When neighborhoods are segregated across economic status the broader community issues tend to become "low income versus high income." 3.) In your opinion and observations, has discrimination been eliminated or lessened over the past ten years? (In your neighborhood, within business practices?) Have attitudes on immigration and race relations in employment improved or disintegrated due to laws supporting minority groups? (What have you heard? What is your opinion from your experiences?)

4.) How would you characterize attitudes about immigration policies and race relations in your workplace? Is it merely a black/white color issue or do "immigration" and "race relations" encompass a broader view of global awareness and caring for the "human race?"

5.) Racism is a potent and destructive force in any society or organization. How do we reach out to people across our ethnicities and break out of a defensive mode of thinking? How do we engage people at all levels of the workplace in listening and participating in a continuing dialogue on immigration issues and race relations? How can we promote and support better attitudes about immigration and race relations at work?

 Since this dialogue was "Post-Elian," it is now surprising that the participants responded to these questions within the perview of the Elian Gonzalez experience. "We stopped listening, no one recognised the human element of difficulty in this situation. Cubans were resentful of the response from other ethnic groups. If only I'd heard a simple, "I know it's a difficult time for you." People wanted to speak rationally but it was too emotional."

Between counties there was a vast difference in media coverage and public perceptions: "In Broward County it was treated like foreign politics; in Dade County it was treated like local politics." There was an opportunity for dialogue to understand other points of view but many were fearful of openly expressing their personal viewpoint. Friendships broke down and an "us versus them" environment often developed.

"A lot depended on the ethnic makeup of the workplace; the Black/Hispanic workplaces became hostile." African Americans felt betrayed by the Cuban community in their struggles to preserve Affirmative Action earier in the year. They perceived the Cuban pleas for understanding to be arrogant and insensitive to the African-American experience and the experiences of other non-Cuban immigrant groups like the Haitians. The Elian situation highlighted the disparities in immigration law: "different treatment for different groups." That is why it was framed as a "narrow Cuban issue" for most of the United States.

"Elian was too much of an emotional issue, especially for Hispanics from other countries with issues (i.e. Nicaragua with Santanistas)." People from non-Cuban Hispanic groups were often fearful of any public show of non-support, fearful of resprisal and punishment by Cuban nationalistic factions. "People cling and retreat to their ethnicity, but this was a time when we needed people to become involved."

Multi-cultural/racial/ethnic involvement does not come easily in Florida. "Bigotry is big in Florida." Lest we forget, we need only to look at a map to see that Florida is part of the "deep south." People with personal remembrances of "colored" schools, drinking fountains, beaches and bathrooms are still a lively part of the community. "Black children have very recently been called little monkeys by public officials;" who remain insensative to issues and history of the black community. Affirmative Action has not been perceived as helping all of society. It is viewed as primarily promoting blacks. Dialogue participants agreed that the narrow perception needs to be changed and the way Affirmative Action functions systemically may "need to be fixed," but not done away with. "Barriers in employment practices and hiring are real." "Some studies have indicated that county workers are Anglo/Black dominated. However, hiring policies have failed to blend to all units" of county workers in a multi-ethnic manner.""Those who did not feel personally engaged in the debate did not want to get involved." People tend to lack a sense of interdependence and codetermination across the county.

As the first session was debriefed, participants expressed their appreciation of the tight structure with time limits strictly adhered to, "it forces us to listen." "We have found that our different backgrounds may not be a topic we typically want to discuss openly with others." In the dialogue process they were forced into such discussions. However, they learned that through the structured dialogue process they could tackle these difficult issues in a respectful and responsible manner. "We need to learn to synthasize and process our experiences as a community."

In the next session the participants worked in small groups of three or four, then were expected to report back to the entire group. Each group was given a case to read and discuss (using the same dialogue process ground rules.) They were instructed to ask themselves the following questions:

• What is your first response to this case?
Does it affect you or your community?

• What experiences have helped to shape your opinions?
Do you have any similar cases to share?

• Give examples of something that happened to you or a member of your family.

• Why is it an important issue for you? Or is it?

• Is it an example of a common experience in your community?

• Given the situation in the case described, what, if anything, should or can be done?

• What, if anything, do you think businesses, government, churches, unions and neighborhood groups or individuals should do?

Given the shortage of time, only two groups reported back to the general session. The first case examined was:

1) A man who has lived in this country all his life wants to start up his own business. He hears a radio advertisement announcing a new small business startup program. He calls for information and finds out the program is dedicated to funding loans for recent immigrants. This scenareo seemed all too familiar to participants. Many had personal stories with similar issues. "This will create justifiable resentment because one group is picked over another." "The government "set us up against eachother" instead of encouraging us to work together." They expressed anger about government systems and practices that supply "ammunition for discrimination practices going on."

They could identify with the man's pain. "He wants to be economically independent and established. And if he wanted to hire others they will not be hired (a loss for the community as well.) "Blacks have trouble getting bank loans that will make them successful. The typical "minority business loan averages two or three thousand which is not enough to really help." "Special funding is meant to put people at the same starting point, like a handicap in golf." Anger and resentment are often shared by longtime residents regardless of color. From a white/Anglo perspective, "part of "white privilege" is that when something is not available to us we become indignant and we believe we are suffering."

The participants agreed that although many immigrants come to this country with an entrepreneurial spirit that benefits communities on the whole, much ethnocentric anxiety gives rise to urban legends about minority loans and immigrant "give-away" programs. "In Detriot there were stories about free loans to Middle-Easternern immigrants to start small businesses, in L.A. it was all about the Koreans getting free loans." "It sets up a community for mistrust. " "The ripple effect is enormous-"my dad can't get his loan, etc...;" it advances stereqotypes."

And it would certainly be a mistake to assume that newer immigrant groups share the same experiences. As one Haitian participant noted, "What radio station is he listening to? Haitians can't get loans, yet they are newer immigrants." Forces such as race, gender, immigrant status all impact this situation differently and there is no equal starting point for all.

Although it was the responsibility of group one to report on this case, in the general session, all are encouraged to join the discussion and respond to the issues raised. The next group tho report was group five. There case was:

5) An undocumented immigrant takes a job as a domestic. After several weeks of work, her employer refuses to pay her. She is afraid to go to the police because she doesn’t want to be deported. The group sympathized with her plight, "she won't be able to eat or feed her kids, she is scared especially if she doesn't know how to access shelters or knows what kind of relief may be available." "There can be an impact on support systems, she may be afraid to access services, and this may result in domestic violence, eviction, homelessness. Often she will not seek medical services. She could have even been raped or abused by her employer." The participants identified the ethnic reinforcement of prejudices and the importance of the internalization of such prejudice to enable its success. "Powerless, she gets the constant sense of, I can't do anything." "Blame goes onto the victims." This internalized oppression extens and is even supported by members of the very group being oppressed, "at Krome (federal immigration detention center) immigrants are often intimidated by their own people." "Prisoners become depressed and may give up caring about themselves (this is a huge mental health problem.)"

The other major aspect identified in this case was: "This employer wants to get someone to work for free, that is slave labor, society is not enhanced by such practices." "The worker could be male or female - homeless is defined as being without a permanent place to live." "There is an assumption that there is a support network "out there" somewhere; but churches are not social workers and don't provide clear support systems; they also have limited resources." Unethical employment practices affect more than just the individual. "This forces children into the job market; need to have as many hands picking as we can to support the family." Unethical employment practices affect our families, our schools, our systems and our communities.

Realising our interdependence is an important aspect of community building. In Case 10. the ability for community members to communicate and be open to understanding is explored.

10.) An ethnic community feels isolated. "No one is listening to our issues." "No-one understands our issues." They believe they need to educate others on their issues but they are not certain how this can be done. It is frustrating for all but has also aroused feelings of anger and fear for many. One of the participants told the story of, " a community off I95 that was promised a wall would be built to protect them from the traffic sound... all they got was a chain link fence, 15 feet from the highway. The community is made up of whites, blacks, hispanics and caribbeans. It was not until they organized and worked together that they were able to get the attention of the mayor and the commissioners to be heard." "It takes going door to door." "A common problem is a good way to organize a community."

The group was asked, "do you think it is necessary from a common problem to arise before people will come together?" They responded: "It took 10 years to talk to my neighbors." "They speak 3 languages." "They are planning the next event." "They have found the power of joining with other people, Human Services, PACT (a church affilliated group) and ACORN." "Our community has been mobilizing around health care and the living wage." The group observed that living in isolation means you never get to know each others' feelings or needs.

The group was then asked: "What are the individual "human costs" of these situations?" "As a community, what are the consequences of allowing this disparity to "trickle down" to us as individuals or at the neighborhood level (crime rates? demand on social and educational systems?) The participants agreed that by allowing disparities to continue, our ongoing socioeconomic problems can only get worse. "Nothing has trickled down, we (the African-American community) have remained at the same levels of unemployment." "People don't get treatment from social services. 30-40% of the schools that failed were black." The end result is that, "people stop caring, stop trusting;" "we end up with low voter turnout." "People in Overtown have talked about the need for business development but economic development has not made a difference in the poorer communities." "We need to create public places where people can talk and build trust.

Back in the large group again participants worked together to develop specific strategies to be used to address those concerns at four levels of involvement: 1.Individual; 2. Organizations: neighborhoods, churches, unions; 3.Workplace; and 4. Political, government. All were instructed to use the planning guidelines (as provided) and to select a reporter to record main themes and action ideas.

Individual Action Strategies:

Promote Involvement
• to get involved with others who are different from ourselves is difficult because we are often segregated, even at work • we need to keep trying to be part of the solution • I only started getting involved over the last year • if we leave the community and don't do anything, we don't change anything • we are the "us" that takes it away from "others" • educate ourselves • agree we have some racism • being part of a dialogue is important...we have met...it is important this event occurred • make a commitment to speak out and educate others on the issues • let people know where you stand, fight for social justice • more can be done, don't go back into isolation

Promote Responsibility
• hold people at the top accountable • the point is trying to find action at all levels • we need to politicize the environment - as individuals we will not be able to solve the worlds' problems • it takes a community that knows "what is right" and how to access, support and voice concerns • everything isn't O.K. • becoming involved is the first step, accepting some personal responsibility is the next step

Promote Understanding
• realise cultures are always surprising • when we talk, we find we are not that different, we are all entitles to a slice of the pie • poverty and despair are not news, but expressions of racism and inequality are desensitizing our culture • we need to recognize diversity within groups, such as Anglos or Asians • We are the object of bigotry and pregudice... we are happy we are all here to talk about these things, sharing what is going on - "It makes me think of the abolition movement when others helped in the fight for freedom." • ethnic and racial discrimination is the same thing, to think otherwise complicates our lives

Action Strategies in the Workplace, the Political areana, and other Organizations

Promote Involvement
there are many resources available but people don't always know how to access them or use them...no linkages between communities • organizations often compete and are not linked - we need to take advantage of connecting forces • all people need access to services • it takes power, voice and influence to make a difference • we need to continue to communitcate • schedule follow-up conferences• design more structured and specific promotional information to get people to attend • make the dialogue ongoing through newsletters and e-mail • form a support group for confronting injustice • have one or two main goals that will fit multiple organizations

Promote Responsibility
organizations need to be accountable for being part of the solution • political descisions need to be for all • persons in power need to be held to higher standards • politicians need to be visibly representative of all the citizens of Miami-Dade County • if it's a boom time for the nation then we need our share • provide better opportunities for leadership development • provide better methods for support of leaders, they become stagnated and lose momentum

Promote Understanding
so much could be, but is not - how can we get our organizations to listen to each other • organizations need to promote and produce the "right kind of dialogue." • attitudes occur when some are denied the ability to support their families • use facilitators more to push us toward forming networks • meetings promote wearing our organizational hats, not the rich dialogue that is needed to build trust• take study circles into the communities • look at what is being done in other communities around the world for examples of community building • we need to follow-up on the dynamics of this conference by reaching more young people (chat rooms?) and helping them to develop community building skills

When a community experiences a period of chaos but cannot understand what is going wrong, there is a window of opportunity when individuals reach out and actually listen to others and try to engage others to help find solutions. That window is currently open in the South Florida community. Through ongoing dialogue sessions we are committed to "co-intentionally educating" (Freire, 1970) each other on our communal interests and issues. Only through group struggle, and recognizing our interlinked dependency on the success of each other, can we liberate our South Florida community to become a civil society.

References:

Freire, Paulo, pedagogy of the oppressed, 1970, 1993, 1999. Continuum Press, New York.

McMahon, June, "The Birth of SCOTT: A Study Circle on Teaching Techniques." Labor Studies Journal Vol. 24, No. 4 Winter 2000, 84-87.

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