DOCSLIB.ORG

Foreword Missouri Has a History of Diversity in Geography, the Economy, Culture and People

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Foreword Missouri Has a History of Diversity in Geography, the Economy, Culture and People Foreword Missouri has a history of diversity in geography, the economy, culture and people. The state is well known for its ability to adapt to the changes required to accommodate this diversity. Among the changes that are occurring is the influx of immigrants from around the world. The changing of the colors of Missouri is, once again, providing a set of challenges to respond to. The most notable change in the faces and colors of Missouri in recent years is the increase of Latino and Hispanic peoples in both rural and urban areas. These new Missourians are contributing significantly to the local and state economy as well as to the social progress of the state. Because these new immigrants speak a different language and represent different cultures and values, we need to acknowledge and welcome their contributions and make an extra effort to weave and integrate them into the rich societal tapestry that results from such a change. Sylvia Lazos and Stephen Jeanetta together have studied and documented the current status of Latino and Hispanic people in the state. This critical and most timely research effort identifies the important issues that businesses, social services and community agencies need to consider in developing appropriate public policy issues that should be addressed. I urge you to use the knowledge included in this monograph to help create a Missouri that values each person and affords the equality of opportunity and individual rights that each person deserves. This is the right thing to do. Manuel Pacheco President University of Missouri-Columbia MU Extension, University of Missouri-Columbia 1 2 Cambio de Colores Contents Executive Summary .......................................................................................................................... 5 Missouri communities responding to change..........................................................................................................................5 Legal and policy challenges as Latinas/os make their homes in Missouri ..........................................................................5 Changes in Missouri .....................................................................................................................................................................5 What are the statewide changes in Latino growth shown by the 2000 census?.....................................................................5 Why such hypergrowth?...........................................................................................................................................................5 What is the demographic profile of Missouri’s Latinas/os? .......................................................................................................6 Key characteristics....................................................................................................................................................................6 Discrimination or integration?..................................................................................................................................................6 Undocumented status................................................................................................................................................................6 What are the key policy challenges?............................................................................................................................................7 Education...................................................................................................................................................................................7 Health care ................................................................................................................................................................................8 Housing .....................................................................................................................................................................................8 Latinas/os and civil rights.............................................................................................................................................................8 Driver’s licenses .......................................................................................................................................................................8 Language barriers .....................................................................................................................................................................9 Racial profiling .........................................................................................................................................................................9 Recommended policy actions.....................................................................................................................................................10 Missouri Communities Responding to Change.............................................................................. 11 Milan, Missouri...........................................................................................................................................................................11 California, Missouri....................................................................................................................................................................12 Senath, Missouri .........................................................................................................................................................................13 Sedalia, Missouri.........................................................................................................................................................................14 Noel, Missouri.............................................................................................................................................................................15 Kansas City, Missouri — The Rose Brooks/Mattie Rhodes Partnership .................................................................................16 Legal and Policy Challenges as Latinas/os Make Their Homes in Missouri ................................ 19 I. Changes in Missouri: From farm towns to agromaquila centers..........................................................................................20 II. Characteristics of urban and rural Latinas/os in Missouri....................................................................................................22 A. Urban settlement: Kansas City and St. Louis............................................................................................................22 1. The Santa Fe Trail leads to Kansas City ...............................................................................................................22 2. St. Louis: The melting pot .....................................................................................................................................23 B. Cambio de Colores (Change of Colors) in rural Missouri........................................................................................23 1. Mostly first-generation Missourians .....................................................................................................................24 2. Primarily Spanish-speaking Missourians..............................................................................................................25 3. Youthful and families with children......................................................................................................................25 4. Low earners............................................................................................................................................................26 C. Discrimination or integration?...................................................................................................................................26 D. Documentation: The lurking issue.............................................................................................................................28 E. Shared characteristics and perspectives.....................................................................................................................29 III. Policy challenges: Education, health, and housing .............................................................................................................29 A. Education ....................................................................................................................................................................29 1. Challenges for elementary education ....................................................................................................................30 2. High school.............................................................................................................................................................31 3. College education...................................................................................................................................................32 4. Adult education ......................................................................................................................................................32 B. Health..........................................................................................................................................................................34
Load more

Recommended publications
  • Kindergarten the World Around Us
    Kindergarten The World Around Us Course Description: Kindergarten students will build upon experiences in their families, schools, and communities as an introduction to social studies. Students will explore different traditions, customs, and cultures within their families, schools, and communities. They will identify basic needs and describe the ways families produce, consume, and exchange goods and services in their communities. Students will also demonstrate an understanding of the concept of location by using terms that communicate relative location. They will also be able to show where locations are on a globe. Students will describe events in the past and in the present and begin to recognize that things change over time. They will understand that history describes events and people of other times and places. Students will be able to identify important holidays, symbols, and individuals associated with Tennessee and the United States and why they are significant. The classroom will serve as a model of society where decisions are made with a sense of individual responsibility and respect for the rules by which they live. Students will build upon this understanding by reading stories that describe courage, respect, and responsible behavior. Culture K.1 DHVFULEHIDPLOLDUSHRSOHSODFHVWKLQJVDQGHYHQWVZLWKFODULI\LQJGHWDLODERXWDVWXGHQW¶V home, school, and community. K.2 Summarize people and places referenced in picture books, stories, and real-life situations with supporting detail. K.3 Compare family traditions and customs among different cultures. K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures. Economics K.5 Distinguish between wants and needs. K.6 Identify and explain how the basic human needs of food, clothing, shelter and transportation are met.
    [Show full text]
  • HS, Tennessee History, Quarter 1
    2021 - 2022, HS, Tennessee History, Quarter 1 Students begin a yearlong study of Tennessee history, culture, economics, and geography by examining the units of Indigenous Peoples of Tennessee, The Struggle for Tennessee’s Frontier, From Territory to Statehood, and Tennessee’s Coming of Age. This course complies with T.C.A. § 49-6-1006 and T.C.A. § 49-6-1011. Tennessee State Standards and Learning Expectations Indigenous Peoples of Tennessee – c. 10,000 BC - AD 1500s TN.01 Describe changes in life in the Tennessee region from the late ice age through the Archaic period. (C, G, H) • Describe life in the Tennessee region from the late ice age through the Archaic period. TN.02 Compare and contrast features of life in the Tennessee region during the Woodland and Mississippian periods. (C, E, G, H, P) • Identify settlements and describe the culture in the Tennessee region during Woodland and Mississippian periods. TN.03 Analyze the customs and traditions of American Indians located in the Tennessee region prior to European contact, including: (C, E, G, H, P) • Cherokee • Iroquois • Chickasaw • Shawnee • Creek • Compare and contrast the pre-colonial American Indian tribes residing in Tennessee prior to statehood. • Locate the pre-colonial American Indian tribes residing in Tennessee prior to statehood. TN.04 Describe the impact of European exploration in the Tennessee region, including the significance of Christopher Columbus, Hernando de Soto, and Juan Pardo. (C, G, H) • Describe the impact of European exploration in the Tennessee region. • Create a map tracing the route of Columbus, de Soto, and Pardo. The Struggle for Tennessee’s Frontier – 1600s - 1700s TN.05 Describe the influx of British and French settlers and fur traders in the Tennessee region and their impact on American Indian tribes.
    [Show full text]
  • Lawrence Tyson Table of Contents
    Lawrence Tyson Table of Contents Pages 1. Content Essay 2-3 2. Student Activity 4-5 Lawrence Tyson Essential Question: What role did Lawrence Tyson play in World War I? Lawrence Tyson was born in North Carolina on July, 4, 1861. Tyson graduated from West Point in 1883 and served in various western territories while fighting Geronimo. Tyson married Bettie McGhee of Knoxville, TN and took a position as a professor of military science at the University of Tennessee. In 1895, Tyson resigned his position and became an attorney in Knoxville. During the Spanish-American war, Tyson served as colonel of the Sixth Regiment U.S. Volunteer Infantry. Tyson recruited men from Tennessee and Kentucky to serve in Puerto Rico. Tyson was mustered out of service in 1899 with the rank of brigadier general. In 1917, at the age of fifty, Tyson once again volunteered for service in World War I. Tyson was given command of the 59th Brigade of the 13th National Guard Division at Calais. They were the first American troops to enter Belgium in July 1918. In September, the 13th Division was at the Somme and with help from British troops attacked the Hindenburg line of defenses. The Americans managed to move across three trench lines despite a heavy fog. They captured 1500 enemy soldiers. The Nashville Banner claimed that the 59th Brigade, commanded by Tyson, were the first to cross and therefore the first to break the Hindenburg line. The brigade suffered 1,879 casualties. Nine men from the brigade received Medals of Honor and Tyson received the Distinguished Service Medal.
    [Show full text]
  • Hugh Macrae and the Idea of Farm City Race, Class, And
    HUGH MACRAE AND THE IDEA OF FARM CITY RACE, CLASS, AND CONSERVATION IN THE NEW SOUTH, 1905-1935 A thesis presented to the faculty of the Graduate School of Western Carolina University in partial fulfillment of the requirements for the degree of Master of Arts in History. By Thomas Luke Manget Director: Dr. Richard Starnes Sossomon Associate Professor of History History Department Committee Members: Dr. Gael Graham, History Dr. Elizabeth McRae, History June 2012 ACKNOWLEDGEMENTS I would like to sincerely thank my committee members for their thoughtful feedback and encouragement. Specifically, I would like to thank my director Dr. Richard Starnes, whose consultation and advice were invaluable throughout the entire process of researching and writing. I would also like to thank the entire staff at Hunter Library, especially the Interlibrary Loan Department. Without their diligence in tracking down obscure sources, this thesis would have been impossible to write. Most importantly, I am forever and deeply indebted to my wife, Natalie, for supporting my education and picking up the slack for me in managing our household while I worked on this thesis. In addition, I want to thank my parents, Tom and Debbie Manget, whose sacrifice and commitment, as well as their financial support, made my life and my education possible; my grandmother Orbenia Greer Stewart Burges, who has always been my most devoted supporter; my aunt Carolyn Carlson, whose editing prowess and willingness to take on some of my most rough of drafts during my undergraduate studies has helped me become a better writer; and all the other family and friends who have provided moral support.
    [Show full text]
  • Warrior Knowledge
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Air Force ROTC Program Publications and Other Works Air Force ROTC Program 2-2011 Warrior Knowledge Air Force ROTC Det. 800 University of Tennessee Follow this and additional works at: https://trace.tennessee.edu/utk_rotcairfpubs Recommended Citation Air Force ROTC Det. 800 and University of Tennessee, "Warrior Knowledge" (2011). Air Force ROTC Program Publications and Other Works. https://trace.tennessee.edu/utk_rotcairfpubs/1 This Report is brought to you for free and open access by the Air Force ROTC Program at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Air Force ROTC Program Publications and Other Works by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. University of Tennes- see and AFROTC Det. 800 Current as of: 7 February 2011 Volunteer Today . Leader Tomorrow! 1 Introduction iii 1. Early University of Tennessee History 1 2. Becoming the State University 3 3. The University of Tennessee Today 5 4. Our Traditions 7 5. Early Tennessee Military History 9 6. After the Civil War 14 7. East Tennessee Medal of Honor Recipients 16 8. Early Military Tradition of UT 17 9. Military at UT After the Civil War 18 10. World War I to World War II 21 11. AFROTC at the University of Tennessee 25 12. AFROTC Detachment 800 Commanding Officers 27 13. Warrior Knowledge 28 13.1. Core Values 28 13.2. Honor Code 28 13.3. Air Force Mission 28 13.4. Airman’s Creed 30 13.5.
    [Show full text]
  • WORLD WAR I and the UPPER CUMBERLAND “Cumberland
    WORLD WAR I AND THE UPPER CUMBERLAND “Cumberland Tales” By Michael Birdwell Herald-Citizen, Cookeville, TN: Sunday, November 4, 2018 When the United States declared war on Germany April 6, 1917, the war seemed of little consequence to many in the Upper Cumberland, though the war would have significant impact on the region even before the United States entered the fray. First of all, the war caused a serious depletion of life and resources in Europe and both belligerents looked to America for resources. Both sides needed coal to fuel their war machines, causing the mines in Fentress, Putnam, Overton, Scott, Morgan, Roane, Campbell and Anderson Counties to enjoy a boom economy during the war. In fact, the war created the largest demand for Cumberland coal in the industry’s short life. Upper Cumberland citizens played a significant role in the war. Crossville native George Ashburn was the first doughboy wounded in action. The duty of carrying out the draft fell to individual states, though it was overseen by a staff in Washington. The man in charge of the draft for the entire state of Tennessee and the Southeastern region of the United States was none other than Tennessee Central Railroad’s vice president Maj. Rutledge Smith of Cookeville. He was the only man in the country to oversee both military and civilian mobilization. Dividing his time between Washington, training camps and the states in his territory, Smith tried to administer the draft fairly. With the help of his formidable wife, Graeme McGregor Smith, he spearheaded war-related work on the homefront, rationing, and morale building.
    [Show full text]
  • CONGRESSION All RECORD-SEN
    1929 CONGRESSION All RECORD-SEN ATE 4041 gathered one-half of the crop in my State or in any other State to be a correet and accurate report of the number of bales of American in the Southeast. cotton ginned this season up to September 23 ; and Here is a report made on Monday morning last, September Whereas when complaint was made that the ginners' report given 23, showing 727,988 bales of cotton ginned in my State, which out for publication by the Bureau of the Census on that date was not would be more than two-thirds, or roughly three-fourths, of the justified by the facts regarding the actual number of bales of cotton entire number of bales that the State could hope to · produce ginned up to September 23, the Bureau of the. Census admitted that its under existing conditions. A scapegoat is found, just as one 1s report published on September 23 contained figures showing 300,000 always found, by the Census Bureau. Somebody has made a bales more of cotton ginned up to that date than the Government clerical error. But here is the bureau handling cotton sta­ figures justified; and tistics. It has been engaged for many years in estimating and Whereas said incorrect and misleading ginners' report resulted in in furnishing the reports and in making public the number of depressing the price of cotton : Therefore be it bales of cotton ginned up to and including certain dates. That Resolved, That the Bureau o! the Census is hereby requested to give bureau or the men in it are supposed to know something about to the Senate all the information that it has as to why and how the the commodity on which they are reporting.
    [Show full text]
  • Here Are Current Standards for 4Th
    Here are current standards for 4th, 5th, 8th, and high school--Items missing in new draft standards for the required curriculum for Tennessee History and Primary Sources are highlighted Fourth Grade The History of America (to 1850) Settling the Colonies to The 1700s Explain the impact of individuals who created interest in land west of the Appalachian Mountains, including: (C, E, G, TN) • long hunters • Daniel Boone-Wilderness Road • Thomas Sharpe Spencer • William Bean • Dr. Thomas Walker Primary Documents and Supporting Texts to Read: Excerpts from John Smith’s Starving Time, excerpts from Bradford’s Of Plymouth Plantation Primary Documents and Supporting Texts to Consider: excerpts from the Mayflower Compact; excerpts from the Fundamental Orders of Connecticut The War for Independence (1760-1789) Write a short summary of the events of Tennessee’s first settlement and settlers, including the Watauga Purchase, Watauga Compact, Little Carpenter, and Dragging Canoe. (H, P, TN) Explain using supporting details how the Revolution affected the Watauga Settlement, including: (P, TN) • Washington District • Cherokee War of 1776 • Nancy Ward • John Sevier • Watauga Petitions Explain the purpose and obstacles in creating the new Cumberland Settlement, including: (G, TN) • Richard Henderson • James Robertson • John Donelson • salt licks 1 • severe winter and river travel • Transylvania Purchase • Cumberland Compact • Battle of the Bluffs Primary Documents and Supporting Texts to Read: Declaration of Independence; excerpts from “Give Me Liberty
    [Show full text]
  • Camp Forrest and Camp Tyson
    Camp Forrest and Camp Tyson Essential Question: How were Camp Forrest and Camp Tyson important during World War II? Camp Forrest at Tullahoma, Tennessee was originally named Camp Peay in honor of Governor Austin Peay and served as a National Guard Camp. In 1940, the United States began limited preparations for war and expanded Camp Peay, as a training facility. The decision to rename it Camp Forrest in honor of Confederate General Nathan Bedford Forrest created controversy given his role in the Fort Pillow Massacre and leadership in the Ku Klux Klan. The expanded camp cost $36 million dollars and covered 78,000 acres. The camp served as an induction center where over 250,000 men received their physicals. The camp employed 12,000 civilians to repair equipment, run the laundry and perform numerous other jobs. The camp was also the site of numerous training maneuvers throughout the war. General Patton and his 2nd Armored “Hell on Wheel” Division performed maneuvers there. The Second Ranger Battalion also trained at the base and later played a key role on D-Day. On May 12, 1942 Camp Forrest also began to house German and Italian POWs. Many of the POWs were alien civilians. They worked at the base hospitals or on local farms. The arrival of POWs was just one of many changes that residents of Tullahoma faced during the war. Roads were often blocked, stores were crowded and fences and crops were destroyed. By the end of the war, Tullahoma’s population had grown from 4,500 to 75,000 people.
    [Show full text]
  • Relief Corps Team Rubicon’S Volunteer Veterans Bring Calm to Eye of Storms N SESQUICENTENNIAL JAYHAWKS N GLOBAL ENTREPRENEUR
    No 2, 2016 I $5 Relief Corps Team Rubicon’s volunteer veterans bring calm to eye of storms n SESQUICENTENNIAL JAYHAWKS n GLOBAL ENTREPRENEUR Contents | Issue 2, 2016 20 28 34 20 28 34 Mission: Relief Hail to the ‘Hawks International Impact By giving war veterans a way A new ock of fanciful Leslie Schweitzer’s curiosity to continue serving, Team Jayhawks by three alumni about global cultures fueled a Rubicon founder William artists adds colorful air to successful business career. McNulty is writing a new KU’s sesquicentennial Now she’s using her interna- playbook for disaster relief celebration. tional worldview to champion and veteran reintegration. education in Afghanistan. By Heather Biele By Steven Hill By Jennifer Lawler Cover photograph by Anthony Bari Jr., Team Rubicon Established in 1902 as e Graduate Magazine Volume 114, No. 2, 2016 ISSUE 2, 2016 | 1 Lift the Chorus Your days drew to a close in May I learned statistics from him in opinion counts 1967, he was known for two the business school. He was a Please email us a note usually incompatible achieve- great teacher. at [email protected] ments, a low golf handicap and Bob Jensen, b’70 to tell us what you think of unblemished attendance. On Overland Park your alumni magazine. the last day of his last class, a squad of colleagues blocked Y is the entrance to Green Hall and very good, and I enjoyed the and students did. I was already handcued him to Uncle article on the history of radio a proud Jayhawk: I am a Jimmy’s le ankle out on stations at KU.
    [Show full text]
  • Southern Connecticut State University
    COMMENCEMENT Southern Connecticut State University Campus Mall Friday, May 24, 1996 Board of Trustees for the Connecticut State University CHAIRPERSON Lawrence D . McHugh, Middletown VICE CHAIRPERSON Karl J. Karpek, A von SECRETARY Emily V. Melendez, Ledyard Richard J. Balducci, N ewington Christopher M. Borajkiewicz, New Haven Faith Dejewski, Monroe William Detrick, New Britain John A. Doyle, Southington Gregg S. Hannah, Pomfret Center Lynn M. Hathaway, Stamford Nancy W. Kaplan, Mystic L. David Panciera, Rocky Hill A. Searle Pinney, Brookfield William Ramirez, Waterbury Linda L. Thomsen, New Canaan William J. Cibes Jr. PRESIDENT CONNECTICUT STATE UNIVERSITY Order of Exercises - May 24, 1996 PROCESSIONAL ......................................... .... ... .. ... .. ... .... ... .. ... ............. ... ... ... ....... ..... ...... "Pomp & Circumstance," by Edward Elgar OPENING .... .... ... ... ... .......................................... ............................ ....... "The Star-Spangled Banner," words by Francis Scott Key INVOCATION ............................ ................. .. .. ....... ... .. .. ... .. .. ... .... ... .. ..... .... .... The Reverend David Lea Snyder, University Chaplain WELCOMING ................................................ .. ... .. .. .. ... .. ... ..... ... .. ... .. ... ... .... ... ... ... ........................................... Jody Gronowetter, President Class of 1996 PRESIDING .... .. ... ... ....... ... ....................................... .... ... .. ...... ................. ... .. .
    [Show full text]
  • SENATE-Monday, January 13, 1969
    500 CONGRESSIONAL RECORD-SENATE January 13, 1969 A. Baker & McKenzie, 815 Connecticut Ave­ A. Landis D. Henderson, 3510 Georges Lane, A. Russell J. Ryan, Jr., 1000 Circle Tower, nue NW., Washington, D.C. Falls Church, Va. Indianapolis, Ind. B. Itek Corp., 10 Maguire Road, Lexing­ B. American Real Estate Owners Associa­ B. Realty Corp., 620 Guaranty Build­ ton, Mass. tion, 1739 Connecticut Avenue NW., Wash­ ing, Indianapolis, Ind. ington, D.C. A. S. G. Bishop, 400 First Street NW., A. Myron Solter, 1750 Pennsylvanla Ave­ Washington, D.C. A. Herrick, Smith, Donald, Farley & nue NW., Washington, D.C. B. Transportation-Communication Employ­ Ketchum, 294 Washington Street, Boston, B. Pin, Clip & Fastener Association, 441 ees Union, 3860 Lindell Boulevard, St. Louis, Mass. Lexington Avenue, New York, N.Y. Mo. B. Itek Corp., 10 Maguire Road, Lexing­ ton, Mass. A. Nicholas J. Spiezio, Assistant Director A. Citizens for a Postal Corporation, Post Government Relations, 1707 H Street NW., Office Box 1807, Washington, D.C. A. Home Manufacturers Association, 1625 Washington, D.C. L Street NW., Washington, D.C. B. Mortgage Bankers Association of Amer­ A. Philip Cohen, 2011 I Street NW., Wash­ ica, 1707 H Street NW., Washington, D.C. ington, D.C. A. James P. Ince, 221 North LaSalle Street, Chicago, Ill. A. Stitt, Hemmendinger & Kennedy, At­ A. Covington & Burling, 701 Union Trust B. Daniel J. Edelman, Inc., 221 North La­ torneys, 1000 Connecticut Avenue NW., Wash­ Building, Washington, D.C. Salle Street, Chicago, Ill. ington, D.C. B. Electronic Industries Association, 2001 B. Potash Co. of America, American Na­ I Street NW., Washington, D.C.
    [Show full text]