Officer Richard Neil (retired)

1. Officer Richard Neil (retired) Community Diversity Part 2

3. SPO#3 7 ELEMENTS THAT MAKE PEOPLE DIFFERENT • RACE • VALUES • CULTURE • RELIGION • HERITAGE • SEXUAL ORIENTATION • ETHNICITY

5. RACE • A local geographic or global human population, distinguished as a more or less distinct group by genetically transmitted physical characteristics • A group of people united or classified together on the basis of common history, nationality, or geographic distribution

6. Henry Louis Gates Jr.

14. VALUES • Values are the beliefs that dictate how we see and perceive the world • Values are learned through: • Family • Friends • Church • Peers • Television, Radio, Newspapers • Teachers

15. CULTURE • The knowledge, beliefs, and behaviors transmitted from one generation to the next • Is learned • Defines for us what is right and wrong • Defines the rules of behavior • Influences and shapes our world view

16. CULTURE • Customary beliefs of a racial, religious or social group • Social forms of a racial, religious or social group • Material traits of a racial, religious or social group • Culture is learned and transmitted by family

18. CULTURE • Culture is fluid - constantly changing yet remains constant • Culture is shared and effectively defines the boundaries of different groups • Culture becomes part of the unconscious so that the characteristics of the culture become innate

19. CULTURE Because culture is internalized so that learned behavior becomes natural and unconscious, individuals may:

20. CULTURE • Respond favorably to behavior that is as predictable as one’s own (or) • Respond unfavorably to behavior that is peculiar or different and which may be seen as irresponsible, psychopathic, inferior or a result of improper upbringing

22. AFRICA

24. RELIGION • Within cultures, there may exist many different religions. • The values of religion will affect the perspective from which various sectors of a given society, race or population sees their environment and/or world view

25. HERITAGE • The characteristics, culture and traditions handed down from one’s ancestors

26. SEXUAL ORIENTATION • This refers to a person’s sexual identification • A group of people involving all races and cultures

27. FOUR COMPONENTS OF SEXUALITY • Biological Sex: A person’s biological state of maleness or femaleness determined at birth • Gender Identity: One’s psychological sense of being male or female • Sexual Orientation: A person’s emotional, physical and sexual attraction to individuals of a particular gender • Social Sex Role: One’s adherence to cultural norms for feminine and masculine behavior

28. ETHNICITY Defined: a group of people who share characteristics such as rituals, language, nationality, religion, in other words they share a common cultural heritage

30. Identity is a component of ethnicity and a frequent factor that influences law enforcement interaction with public • Can include lack of understanding of the practices of a specific ethnic group that could lead to undue friction between law enforcement and the public • Community ethnic diversity is becoming more common in general and in the ranks of law enforcement specifically • Officers must be cognizant of ethnic differences and sensibilities of such when interacting with the public and law enforcement colleagues • Ethnic misconceptions, jokes, slurs, etc. can be very disruptive

31. Takeshi Yoshihara U.S. Naval Academy Graduate, rose to the rank of Captain Not a good candidate; no extra-curriculars Lived in a single room dwelling covered in tar paper, along with 7 siblings in Idaho Was prone to being sea sick and was nearly kicked out of the program Commander Joseph Taussig, USS Nevada Became the first Japanese-American graduate because he was honest

32. Japanese American Internment Camps 1942 over 110,000 Japanese Americans relocated to “War Relocation Camps” from the west coast. Only 1,800 of the over 150,000 from Hawaii were interned. Of those interned 62% were American Citizens. About 80,000 were nisei. 1988, President Ronald Reagan signed legislation which apologized for the internment on behalf of the U.S. government.

34. 1905, California's anti-miscegenation law outlawed marriages between Caucasians and “Mongolians” In October 1906, the San Francisco Board of Education separated the Japanese students from the Caucasian students. 1924 "Oriental Exclusion Law," which blocked Japanese immigrants from attaining citizenship in California.

35. Lieutenant General John L. DeWitt, who administered the internment program, repeatedly told newspapers that "A Jap's a Jap" and testified to Congress, I don't want any of them [persons of Japanese ancestry] here. They are a dangerous element.

36. There is no way to determine their loyalty... It makes no difference whether he is an American citizen, he is still a Japanese. American citizenship does not necessarily determine loyalty... But we must worry about the Japanese all the time until he is wiped off the map.

37. Austin E. Anson, managing AG secretary - "We're charged with wanting to get rid of the Japs for selfish reasons. We do. It's a question of whether the white man lives on the Pacific Coast or the brown men. They came into this valley to work, and they stayed to take over... If all the Japs were removed tomorrow, we had never miss them in two weeks, because the white farmers can take over and produce everything the Jap grows. And we do not want them back when the war ends, either.”

39. Los Angeles Times - "A viper is nonetheless a viper wherever the egg is hatched... So, a Japanese American born of Japanese parents, nurtured upon Japanese traditions, living in a transplanted Japanese atmosphere... notwithstanding his nominal brand of accidental citizenship almost inevitably and with the rarest exceptions grows up to be a Japanese, and not an American... while we are at war with their race. (cont.)

40. “Thus, while it might cause injustice to a few to treat them all as potential enemies, I cannot escape the conclusion... that such treatment... should be accorded to each and all of them while we are at war with their race."

41. Internment of Japanese Americans, who provided critical agricultural labor on the West Coast, created a labor shortage. Which was exacerbated by the induction of many American laborers into the Armed Forces. This vacuum precipitated a mass immigration of Mexican workers known as the Bracero Program.

42. After the expiration of the initial agreement in 1947, the program was continued in agriculture under a variety of laws and administrative agreements until its formal end in 1964. In the 1930s, during the Great Depression, over 500,000 Mexican Americans were deported or pressured to leave, during the Mexican Repatriation.

43. 442nd Regimental Combat Team Asian American unit composed of mostly Japanese Americans. The families of many of its soldiers were subject to internment. Famously rescued the "Lost Battalion“- 800 casualties with 121 dead – to rescue 211. Fought with uncommon distinction in Italy, southern France, and Germany.

44. 442nd Regimental Combat Team The unit became the most highly decorated regiment in the history of U.S. Armed Forces. U.S. Army battle reports show the official casualty rate, combining KIA (killed) with MIA (missing) and WIA (wounded and removed from action) total was 93%.

45. “The Purple Heart Battalion” • Members received 18,143 awards • 9,486 Purple Hearts for 3,000 soldiers • 7 Presidential Unit Citations (5 earned in one month) • 52 Distinguished Service Crosses • 560 Silver Stars with 28 second awards • 22 Legion of Merits • 15 Soldier’s Medals • 4,000 Bronze Stars with 1,200 second awards • 21 Congressional Medals of Honor

46. President Harry Truman “You fought not only the enemy, but you fought prejudice – and you have won.”

48. Officer Richard Neil (retired) www.officerneil.com