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Objective
1. Increase participation/enrollment
of underrepresented individuals or groups across all program areas
Staff members must determine if underrepresentation exist by race and
gender in their educational programs. Using census data located in the
county office civil rights file, and maps showing the minority population
in each geographical boundary (borough, township or county), are important
tools for measuring and benchmarking clientele participation in all
extension programs. If programs are countywide, the percent of the minority
population for the county is the benchmark for determining if parity
of participation exist. If programs are limited to a township or borough,
the minority population for that geographic boundary will serve as the
benchmark for assessing parity of participation.
In agricultural programs, first identify if there are minority and female
farm operators in the county. Either census of agriculture data or agriculture
committee members may be able to assist in locating minority and female
farm operators. If they are present but not participating, extend a
personal invitation for them to participate in the agricultural programs
and/or serve on a committee; or inquire if farm demonstrations may be
conducted on their farm properties.
Although the above example concerning the use of census data was limited
to the agriculture program, the same general rule applies for each program
area when efforts are being initiated to increase participation of minority
and/or underrepresented group members.
In EFNEP, providing equal access for underrepresented groups may require
action on these two key:
- initiating efforts to
increase male clients in the adult segment of these programs; and,
- insuring NEA staff members
work across racial lines.
Objective 2. Increase participation of individuals
from underrepresented groups as extension volunteers and leaders in
all program areas.
Determine the level of participation of minority and/or other underrepresented
volunteers and leaders.
Emphasis should be placed on developing a strategy for recruiting minority
and/or underrepresented volunteers and leaders. Many counties have developed
a list of agencies representing minority ministers and other church
leaders, community and social civic clubs, PSU alumni groups, women,
or other underrepresented groups and these are maintained in the office
civil rights file. Contacts should be made to these individuals/organizations
to identify potential extension volunteer leaders.
Another important contact point for identifying minority community leaders
should include consultation with the NEA staff. In many instances these
staff members may know the “access points” in the community
for reaching racial minority or other underrepresented groups.
Objective 3. Develop, modify, and provide
program materials for underrepresented groups.
Members of underrepresented groups may assume, especially if they do
not see members of their race or gender depicted in extension education
materials, that they may not be welcome to participate in extension
educational programs. Thus, education materials such as pamphlets, brochures,
videos, newsletters; and even pictures included in newspaper articles,
which showcase program diversity, do send a strong message beyond any
verbal communication that nontraditional clientele are welcome and are
fully participating in extension programs.
Objective 4. Ensure accessibility for clientele
who are disabled
Extension educational programs must be in compliance with The ADA (The
Americans with Disabilities Act of 1990) and other federal legislation
governing nondiscrimination for persons with permanent disabilities.
The College of Agricultural Science’s policy for providing program
accessibility is contained in the PENpages document, Alternative Format
or Program
Access Requests Under The Americans With Disabilities Act.
However, check building entrances where programs are conducted to see
if ramps have been constructed which permit a person in a wheelchair
to access the facilities; and, are elevators available if meetings are
held on floors above the ground level. These are only a couple of examples.
Further guidance may be obtained from the CED or EEO Coordinator if
there are questions regarding ADA access issues.
Penn State also requires the inclusion of an ADA statement(s) on program
publications and brochures. All staff must develop their program materials
to be in compliance with this University
policy.
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