The
Unemployment & Under-employment of people (youth & young adults) in
Ethnic Communities in NYC.
By: C.
Munnings
INTRODUCTION
There are high rates of unemployment and
under-employment in the ethnic communities of NYC, specifically in Black &
Latino communities - resulting in poverty/poor health thereby limiting the
opportunities for upward mobility creating a permanent underclass/working
class/poor and increase in violence and crimes in these communities.
TASK
Students will
determine if they want to work individually or in small groups on the topic
“Unemployment and Under-employment in Ethnic Communities” to create and present
a final product with policy suggestions and recommendations. Students have the
option to write/create a policy/research paper, power-point or slides
presentation, pamphlet/brochure, poster board, or a public service
announcement. The time frame for the
entire project from start to finish is one month, approximately four (4)
weeks.
PROCESS/RESOURCES
Students determine
if they want to work individually or in groups. Students will research and
compare the unemployment/under-employment rates of ethnic communities/people of
color based on ethnicity/race and/or gender, educational attainment levels, to
compare the data to the national-average unemployment/under-employment rates
based on gender and educational attainment levels. The data comparison will
compare the statistics at the national level, state, and local
(city/municipality) levels. Students
will determine the project format of either a policy paper, pamphlet/poster, or
PowerPoint presentation along with an oral presentation of findings to the
class.
The students will
compile the data from the websites below:
·
U.S. Department of Labor - www.dol.gov
·
Bureau of Labor and Statistics - www.bls.gov
·
New York State Department of Labor - www.dol.ny.gov
·
NYC Dept. of Consumer & Worker Protection - www.nyc.gov/workers
Students will
determine solutions, suggestions and recommendations to increase employment of
people of color at the national level, state level and local level.
The 6 Steps of the
Public Policy Analyst (PPA)
4.
Evaluate an Existing
Policy
6.
Select the Best
Solution (Feasibility vs.
Effectiveness)
Day 1:
Students will gather the statistical data for the pertinent information
listed below:
·
National Unemployment Rates/Statistics - www.dol.gov , www.bls.gov
· National Median Income - www.dol.gov
, www.bls.gov
· Median Income in Ethnic Communities - www.dol.gov
, www.bls.gov
·
Employment Demographic Statistics in the high wage fields (e.g. Technology, Medicine, Law etc).
- www.bls.gov
·
NYS/NYC Unemployment Rates/Statistics - www.dol.ny.gov
·
Unemployment Rates/Statistics in Ethnic Communities in NYC - www.dol.ny.gov
·
NYC Median Income - www.dol.ny.gov
Define the Problem:
Worksheet#1
Gather the Evidence:
Worksheet #2
Day 2:
Students will research and identify the
causes of the data from the statistics. They will determine why there are high
rates of unemployment and under-employment in Ethnic (Black & Latino)
Communities. They will also determine
why the median salary in Ethnic Communities is lower than the National or City
Median.
Identify the Causes:
Worksheet #3
Day 3:
Students will evaluate the employment
support policies at the national, state and local level (city) and the
educational policy regarding vocational training and technical skill
enhancement programs.
Students will develop their own solutions
to combat the problem. Students may work in small groups to create solutions.
Students will evaluate and determine the
best solutions.
Evaluate an Existing
Policy: Worksheet #4
Develop Solutions:
Worksheet #5
Select the Best
Solution: Worksheet#6 (Feasibility
vs. Effectiveness)
EVALUATION
Rubrics
- scan0102.pdf
CONCLUSION
Thank you for your
analysis and suggestions to combat, “Unemployment and Under-employment in
Ethnic Communities”. Hopefully this project is an impetus for future research
on societal problems that need to be addressed.
Please take the time to reflect on the project, what you have
learned/gained and the potential impact on future work and policies.
STANDARDS
Standards met by the completion of the
project/tasks.
ELA - W.2 R.1-9,
W.2 R.1-8, W.2 L.3 L.6, W.2 L.1 L.2
Math - NY-8.EE.4, NY-6.6b
Social Studies - 12.G5 Public Policy
Technology - Standard 1 - Analysis,
Inquiry and Design
Art - VA/MA - Cr Creating
Pr Performing/Presenting/Producing
Re Responding
Cn Connecting
Creating 1. Generate and conceptualize
artistic ideas and work. 2. Organize and develop artistic ideas and work. 3.
Refine and complete artistic ideas and work.
Performing/Presenting/Producing 4.
Analyze, interpret and select artistic work for presentation. 5. Develop and
refine artistic techniques and work for presentation. 6. Convey meaning through
the presentation of artistic work.
Responding 7. Perceive and analyze
artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply
criteria to evaluate artistic work.
Connecting 10. Synthesize and relate
knowledge and personal experiences to make art. 11. Relate artistic ideas and
works with societal, cultural and historical context to deepen understanding.