Agenda Packet 9-12-18 Work Session

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45 PACIFIC ISLANDER Focus Group Themes Characteristics of Racism • At times, I don’t feel welcome; “invisible” is the current word for me. • The first year was so difficult for my son; others thought he was black. • People thought he was Mexican. • Are noticeable in public, stared at, so youth stay out of public and meet with family and friends. • Until coming to mainland, never knew I was a woman of color; Pacific Islanders identify with ethnicity, not color of skin. • Is annoying to be grouped by color; people are proud of their ethnicity and need respect. • When we are in public, we are noticeable. Don’t want to be subjected to the comments, the looks, whatever. • Plan on moving back to islands after the kids are educated. • Don’t know who your enemy is in predominantly white Eugene. Intersectionality Institutional Expressions of Racism City of Eugene Across the Community Police • I called the cops. When they come in, and see these two guys, they are going to arrest us. • No one is going to call the cops. • If you can intervene before you get to law enforcement, you do that. • Eugene is better than other places. Businesses • Was in line in Safeway, not paying attention, person in front of me left, checker asked, “Is this WIC?” We were dressed nice. It was offensive. “Could raise hell, but it’s every day, am just going to go home. People don’t get it.” • I am really surprised it is happening here in Eugene. It is upsetting. Assuming he was on welfare because of how he looks. Housing Jobs K-12 Education • Youth try to connect with other Polynesians, just like blacks or Mexicans. “If I see a Polynesian in school, I want his number, to hang out. I am happy to see someone.” • Some people think Polynesians are big Mexicans. • Is “Sheldon way of doing things,” meaning the white way; makes POC feel marginalized (e.g., kid on football team knelt and was admonished “this is not the Sheldon way”). Staff at the time made our kids feel marginalized, disguised as a school thing. • Son had a difficult transition, labeled as troublemaker; starving to be around others like him. • There is no cultural competence in the school and similar incidents keep occurring. • Son asked to welcome new student in middle school. He met a girl and greeted her with a kiss on the cheek (custom in our culture) The girl was not offended. Someone down the hall saw and accused him of sexual harassment; suspended from school for three days. • At high school sports events, we stick out like sore thumbs. • Asked what I could do to make staff more culturally competent; to be proactive, I taught ukulele classes once a week, to teachers, students, administrators, taught about our culture. September 12, 2018, Work Session - Item 1