Public Libraries and Minorities 1

Running Head: PUBLIC LIBRARIES AND MINORITIES

Public Libraries and Minorities:

An examination of Hispanics and Asians as special populations

Angelo M. Roselle

San Jose State University

Library 200

Spring 2008

Dr. Bontenbal
 Public Libraries and Minorities 2

Abstract

In the 21st century, having a diverse and multicultural library

is more important than ever; however, public libraries are still

struggling to reach out to minority communities and draw these

groups into the library. California, and more specifically Los

Angeles County, have large Hispanic and Asian populations, yet

these minority groups do not appear to be fully acknowledged as

important patrons of public libraries. Public libraries are

faced with several obstacles when trying to implement policies

for reaching out to minority groups. It is important to

understand that minorities are not a homogeneous demographic

that can be lumped together. There are numerous cultures,

languages, customs, and histories represented in the term

“minority.” Most of the literature seems to agree on what is

needed to make public libraries multicultural; however,

suggestions for creating a diverse and minority-friendly library

are complicated and may be difficult to achieve.

 Public Libraries and Minorities 3

Public Libraries and Minorities:

An examination of Hispanics and Asians as special populations

Multiculturalism and special populations are topics that

are often overshadowed by sensational library headlines of

censorship, pornography, or library stabbings. Special

populations and diversity may not seem to be interesting topics;

however, they are of particular importance for any public

library that wants to understand and reach out to its community.

Although public libraries have made progress in reaching out to

minorities in the past, there are still many obstacles standing

in the way of making public libraries truly open institutions

for minorities. This paper will look at minorities in relation

to public libraries, and examine several suggestions for

libraries to consider when creating a minority-friendly

environment. Although the issues discussed in this paper are

applicable to public libraries nationwide, the focus will be on

minorities in California, and more specifically, Los Angeles

County.

There are several minority groups in the United States;

however, of concern for this discussion will be the two major

minority groups in Los Angeles, Hispanics and Asians.

 Public Libraries and Minorities 4

According to U.S. Census Bureau’s 2006 population

estimates, 35.9 percent of California’s reported population

classify themselves as of Hispanic or Latino origin, and 12.4

percent classify themselves as of Asian origin (12.8 percent if

including Native Hawaiian and Other Pacific Islander). These

percentages jump higher when looking at the populations in Los

Angeles County at 47.3 percent and 13.1 percent respectively. On

the other hand, the white (non-Hispanic) population was reported

at 43 percent for California, and only 29.2 percent for Los

Angeles County. In addition, the foreign born population of Los

Angeles County in 2000 was 36.2 percent (U.S. Census Bureau).

What these numbers show is that California is quickly

becoming a state where the majority population is in the

minority. One must keep in mind that minorities are not

themselves a homogeneous demographic that can be clumped

together in one category. Within minority populations such as

Hispanic1 or Asian2, there are a variety of cultures and

languages represented and it is unfair to say that all needs are

the same. Difficulties arise when using a standard criteria or

service for all minority groups. Age within a minority group is

also an important factor that must be considered. For example,

what might suffice for an elder Korean patron, will not work for

a Korean young adult. Young adult minorities have different

 Public Libraries and Minorities 5

experiences and exhibit different needs than adults of the same

ethnicity.

Hispanics

There seems to be a common misconception of Hispanic youth

when the topic of education is presented. In contrast to Asian

youth, which are often stereotyped as nerds or geniuses,

Hispanic youth are often seen as uninterested in education or

learning. According to John Barnett (1997), “The perception

apparently persists … that Latinos and other minority

populations aren’t interested in reading, education or

intellectual stimulation—or that they can’t afford it” (p. 42).

Perhaps it is this pessimistic view of Hispanics that has

perpetuated the notion that Hispanics, along with African-

Americans, are more likely to end up joining gangs than going to

college.

Several obstacles stand in the way of making public

libraries friendly and engaging institutions for Hispanics. One

obstacle that many libraries seem to face when building Spanish-

language collections is that the major publishers in the U.S.

have not focused much attention on Spanish-language titles;

therefore, although there is a large Spanish speaking population

in the U.S., the Spanish materials do not usually make it

 Public Libraries and Minorities 6

through the major library channels to find a way to the stacks

(Barnett, 1997, p. 42).

Another problem seems to be in creating specific programs

for Hispanics that aim at informing adults and teens how to use

the library. By not instituting programs aimed specifically at

Hispanic young people or by not adequately promoting the library

as a place of access for adults, many libraries may be failing

to serve the Hispanic community. Oralia Garza de Cortes (2000)

writes, “Given the often dismal state of affairs that Latino

children and their families find in gaining access to first-rate

library services and programs, one wonders if library

professionals truly understand the seriousness of the

shortcomings”(p. 370).

After searching on the County of Los Angeles Public Library

Website on May 11, 2008, it was noted that there are several

workshops for teens in general. A teen workshop called “Mexican

Metal Tooling” was retrieved which may have been specifically

for Hispanic youth, as it was scheduled around Cinco de Mayo

day; however, more programs need to be implemented that not only

introduce Hispanics to the resources of the library, but also

programs or events that show the rich heritage and culture of

Hispanics in America and California. Libraries need to develop

specific programs geared towards the Hispanic community.

 Public Libraries and Minorities 7

Programs could include an overview on how to use library

databases, access books, find periodicals or journals, or even

how to use a self check-out machine.

Asians

In contrast to the Hispanic population, Asians parents are

usually stereotyped as domineering parents who force education

on their children. Asian children are often thought of as smart,

educated, and straight-laced; however, one cannot even begin to

describe the numerous cultures, languages, and ethnicities that

are represented in the word Asian and these stereotypes should

not be considered when trying to understand the Asian community.

Developing collections for Asian communities may be even more

complicated and daunting than developing collections for

Hispanics.

In discussing developing collections for the Asian American

community Sherry York (2004) states, “Including authentic

literature by and about Asian Americans in your library

collection is essential for cross-cultural understanding” (p.

30). Although it is important to develop collections of

authentic literature by and about Asians Americans, one has to

make sure that the collection includes Asian American literature

from a variety of origins and languages. Edward Evans and

Patricia Ward (2007) write, “Providing an enhanced service to

 Public Libraries and Minorities 8

one group may mean a reduction in that provided to another

group” (p. 73). In addition, inclusion of one minority group to

the exclusion of another may cause resentment. If a library

located near Koreatown has a large collection of Chinese

materials, but only a small selection of Korean materials, the

Korean community may be displeased and offended. In contrast to

Hispanic Spanish-speaking populations, one must keep in mind

that Asians do not all speak the same language; therefore, in

trying to develop collections and provide services to Asian

communities, libraries need to consider several languages and

ethnic groups.

Shelly Keller has suggested several methods in which

libraries can reach out to Asian minority groups. One of

Keller’s solutions is for employees to “learn common everyday

phrases to make patrons feel welcome” (p. 373). Keller has the

right agenda and suggests some good ideas, but this idea may not

be effective. In fact, this suggestion might do more harm than

good. For example, if an Asian patron walks into a library, what

language would the librarian speak? The Asian patron may be

Chinese, Korean, Japanese, Malaysian, Taiwanese, or Filipino.

Will it be left up to the librarian to determine the exact

ethnicity of the patron? If the librarian, unfamiliar with Asian

cultures, were to greet a Korean patron in Japanese, the Korean

 Public Libraries and Minorities 9

patron might be highly offended as being thought of as Japanese.

Given the historic animosity between these two countries, this

attempt at a simple greeting to make an Asian patron feel

welcome may have the opposite effect and result in a negative

view of that librarian and the library.

Library Diversity

Keller (2000) writes that “Hiring bilingual staff members

is the ultimate commitment a library can make to serving Asian-

language speakers” (p. 375). Although having several Asian-

language or Spanish speaking bilingual staff does not guarantee

that the library staff will understand the cultures, customs,

and the languages of all the numerous minority groups

represented in the library, it is an important part of a

library’s efforts to reach out to ethnic communities.

Nevertheless, hiring the appropriate mix of Asian-language

speakers may be more difficult than it seems. Evans and Ward

(2007) point out that “in an ideal situation, a service will be

staffed by people who together reflect on the diverse

composition of the community served. The reality, however, is

more likely to be that this is a goal rather than an

achievement” (p. 67).

At least in Los Angeles County, if a library cannot find

staff that actually represents the Hispanic community, it is

 Public Libraries and Minorities 10

highly probable that another staff member will speak Spanish.

However, outside of the Korean community, not many Americans

speak Korean. If the one Asian librarian in a particular library

is Chinese, it would still be extremely difficult for this

librarian to effectively communicate with a Korean patron that

has poor English language skills. Just because both the Chinese

librarian and Korean patron are classified under the term

“Asian” in the U.S. Census, does not make their language

similar.

In addition to failing to hire a diverse staff, libraries

may also be failing to utilize the staff they have. Herrera and

Milo point out that “Many libraries employ staff members with

outstanding credentials in serving diverse populations. … Yet,

upper management relegates these staff members to positions that

do not carry the necessary clout or influence to effect change.

As a result, job burnout and frustration lead to significant

dissatisfaction and high turnover” (p. 17). Therefore, libraries

must conduct regular assessments to determine if all staff

members are being fully utilized when serving the needs of the

community.

There are several steps that libraries can take to becoming

more multi-culturally aware. Keith Curry Lance (2005) writes,

“If libraries are to be welcoming institutions to all,

 Public Libraries and Minorities 11

regardless of race and ethnicity, librarians and other library

workers should be more diverse” (p. 41). Looking at Los Angeles

County U.S. 2000 Census data results, one sees that 47.3 percent

of the population is of Hispanic or Latino origin; however, only

12.3 percent of librarians are Hispanic or Latino.

At first glance, the Asian population seems to be more

equally represented with 12.4 percent reported of the Los

Angeles County population, while representing 11.5 percent of

Los Angeles County librarians. However, Lance (2005) argues that

when using a standard of representation not for the general

adult population, but for those with a graduate degree, the most

proportionally underrepresented group is Asians and Pacific

Islanders. He writes that “almost 7% of graduate degree--holders

belong[ing] to this racial group-notably the highest such

percentage for any of the four racial or ethnic groups—but only

3% of librarians are Asians or Pacific Islanders” (Lance 2005,

p. 42). Whatever method one wants to use to measure the data,

it is clear that both the Los Angeles County Hispanic and Asian

populations are underrepresented in the library profession.

As seen by these several sources, an essential part of

serving minorities is creating a diverse staff that understands

the cultures and minority groups. Yet, one problem seems to be

that public libraries are failing to attract the diverse set of

 Public Libraries and Minorities 12

staff, which seems to be necessary. This failure could be the

result of the reported lack of opportunities offered by the

librarian profession or the failure for career advancement

(Carlson, Martinez, Curtis, Coles, Valenzuela, 1990).

Understanding Communities

Even if a library cannot feasibly recruit a truly

diversified staff, one important step in the direction of

becoming more multicultural is to at least be knowledgeable

about the local communities. Rafaela Castro (1990) writes,

“Another important perspective to analyze is the association of

the library, its staff, and collection to the local community.

Does a relationship exist? An honest answer must be given if a

successful relationship is to exist between the library and the

local community” (p. 41).If the Los Angeles Central Library is

wondering how to reach out to the community, they should start

by defining the community.

The 2006 estimate for the Hispanic or Latino population in

the city of Los Angeles was at 48.9 percent, which is a 2.4

percent increase since the 2000 U.S. Census. In other words,

almost half of the city of Los Angeles consider themselves to be

of Hispanic or Latino origin, and the numbers are rising.

Therefore, if a Los Angeles City Public Library is looking to

create programs, events, or collections for minorities, there

 Public Libraries and Minorities 13

should be a major emphasis on the Hispanic population as a first

priority. However, if a public library in the city of Monterey

Park (a city in Los Angeles County) is trying to develop

collections and programs for its community, it should focus on

developing several programs and large collections for the Asian

population, as over 61 percent of Monterey Park is reported to

be Asian (U.S. Census Bureau).

It should be noted that many American cities and counties

are not faced with the same demographic minority populations

that California’s cities are faced with, but as Phyllis Sue

Alpert (2006) stresses, “Public libraries in all areas of this

nation, not just in border communities, need to serve culturally

and ethnically diverse populations” (p. 93).

According to the U.S. 2000 Census Bureau, for a population

of over 31 million in California, about 38 percent speak a

language other than English at home. For Los Angeles County this

percentage of the population is a lot higher with 54.1 percent

speaking a language other than English at home. Based upon data

from the 2000 Census, over 8 million Californians over the age

of 5 speak Spanish or Spanish Creole at home and over 2.7

million Californians speak an Asian or Pacific Island language

at home (U.S. Census Bureau). With the increasing numbers of

 Public Libraries and Minorities 14

Hispanics in California over the past 8 years, these numbers may

continue to rise.

Additional Obstacles

Patrons depend upon libraries to answer their information

needs. If a patron’s English-speaking or writing skills are

poor, that patron may feel embarrassed about approaching a

reference librarian for assistance because of the potential

failure to be understood and the chance of humiliation. Even if

the patron is bold enough to approach the reference librarian

and the librarian is able to understand and answer the question,

the patron may be unable to comprehend the answers received. If

this continues to the point where the patron feels incompetent

or frustrated while using the library, the patron may abandon

the library altogether.

With growing minority communities, racial tensions have

been building exponentially. In our unique heterogeneous

society, conflicts due to differences are inevitable until we

find a way to live harmoniously. Sharon Moller gives her unique

perspective on the root of racial conflict and her suggestion on

how to curb racial conflicts. In her book Library Service to

Spanish Speaking Patrons, Moller (2001) notes the conflicts of

“ethnic or cultural groups” as being the result of previous

failure of inclusion, and she stresses the need for libraries to

 Public Libraries and Minorities 15

“be as inclusive as possible in all aspects of operation from

policies to book selection to patron assistance to programming”

(p. 93).

Numerous questions and concerns are raised when trying to

create a diverse library. One cannot think lightly of the

difficulties that lay ahead for librarians. Contemporary

librarians and library administrators have a complex,

multifaceted, and arduous task ahead of them. With finite

resources and space, and ever shrinking library budgets,

librarians and administrators must think in new and creative

ways to meet the 21st century demands. As James Fish (1992)

points out, “cultural diversity requires some significant

rethinking of the library, both philosophically and

operationally.” Fish(1992) gives some possible questions

libraries could consider when trying to create a culturally

diverse library. The following are questions he raised:

What languages get represented in collections, and how

large should those collections be? If space is already

limited, where do you find room for new collections? Do you

concentrate subject/language strength in a few facilities

so that users get a better product or spread things around

to most facilities to get closer to potential users? What

about bibliographic access and handling non-roman

 Public Libraries and Minorities 16

alphabets? As a multicultural, multilingual staff is

recruited, what languages and cultures should be

represented in what numbers and in what locations? How much

outreach and to whom? (pp 2).

There are several obstacles standing in the way of

libraries that want to fully service and benefit their

communities. Alpert (2006) states, “Today’s collection

management librarian must be concerned with building collections

to satisfy multicultural, multiethnic, and multilingual users

and must also concern him/herself with providing the materials

and information in record speed” (p. 92). One problem for

libraries is that demographics are continuously changing.

Libraries built for certain usage and for a specific population,

might not be relevant in subsequent years due to change in the

demography of a city. As demographic shifts occur, it may be

difficult for libraries to continuously finance the acquisition

of new materials and to develop new services.

Another hardship for libraries is the burgeoning

technology. Librarians must be ready to assist patrons with

their information needs and utilize digital technological

resources. Technology has made many resources available to the

masses, but has also caused challenging situations for

 Public Libraries and Minorities 17

librarians dealing with elderly patrons who are struggling with

English in addition to new technologies.

Elderly Minorities

Libraries have the task of allocating resources to

particular age groups. Not only do librarians have to prepare

for minority youth in the library, but they also need to

understand elderly minorities. Su and Conaway (1995) argue that

despite literature contending otherwise, “the information needs

of elderly ethnic minority groups have received little

attention” (p. 69). Looking at the way many cities and towns in

Los Angeles are ethnically separated, it seems that many

foreign-born ethnic groups tend to stick together and “language

barriers” and “culture shock” have kept the Chinese elderly out

of libraries and out of American society (Su and Conaway 1995,

p. 72). There are several reasons why ethnic populations tend to

stick together, including (a) “strong ethnic identity” and

(b)the “fear of unfamiliarity” as being rationales for why elder

Chinese populations tend to congregate around “Chinatowns” so as

to avoid uncomfortable environments where they might have to

struggle with understanding the language (Sue and Conaway

1995,p. 72).

Elderly patrons of all ethnic backgrounds have specific and

unique needs. Celia Hales Mabry (2003) sees seniors as the “most
 Public Libraries and Minorities 18

diverse group of individuals in our culture.” According to

Mabry, seniors are most susceptible of being “stereotyped” and

victims of “ageism.” Mabry also argues that our society does not

give much respect to seniors and points out that a new

understanding of their “daily interactions” should be studied

(p. 387). If the U.S. society is already facing a crisis in

dealing with seniors, how much more difficult is it for seniors

with poor English language skills?

To encourage elderly minority patrons to utilize the

materials at hand, libraries should make technology and new

sources of information readily available to seniors, in addition

to providing staff that can patiently assist with technical

difficulties. Additionally, by teaching seniors how to use new

technology, the libraries would ease seniors into a setting

where they might otherwise feel uncomfortable. For those seniors

who like to run their affairs the “old fashion way,” libraries

can offer classes to teach seniors how to incorporate technology

and the internet in their daily lives such as internet banking,

shopping, renting movies, renewing library materials, and

filling prescriptions.

Many seniors live independently and perhaps may struggle

with mobility. The internet can open an entire realm of

possibilities and personal freedom. Foreign-born elderly need to

 Public Libraries and Minorities 19

be shown how technologies can connect them with their relatives

in their home countries whether by the use of online chat,

email, or social Websites.

Suggestions

With rising second and third generations of minority

Americans, who have grown up speaking two languages, the need

for materials in multiple languages is only continuing to

increase. Critics may wonder why it is necessary for libraries

to provide information and resources in other languages if the

minority patrons are fluent in English. As a school librarian,

Lois Markiawlez (2007) seems to have an answer, “Students who

speak other languages often benefit from resources in their

primary language, even when they are fluent in English. As they

are learning English, they especially need access to information

and reading materials in both languages” (p. 8). It is in the

best interest of our society to foster a growing multilingual

population. With our ever shrinking, globalizing world, one must

have the tools necessary to navigate beyond borders and

boundaries. How best to encourage individuals, especially the

youth, to practice and maintain their lingual abilities without

providing adequate materials and resources?

There are other ways that libraries can help besides

providing a diverse workforce and developing ethnically diverse

 Public Libraries and Minorities 20

collections. Libraries can develop programs that aim at serving

immigrants new to the United States. A model example is the

Seattle Washington Public Library which teamed up with the city

of Seattle in 1997 to institute a two-year, $500,000 program

aimed at making the Seattle Washington Public Library a central

location that helped “legal immigrants and refugees in becoming

U.S. citizens” by providing citizenship information in 10

languages(C.K. 1997). In this approach, new immigrants can know

that the library will be a place of refuge in their new country

and a place where their questions can be answered.

Sharon Chickering Moller (2001) believes it is the role of

the library to embrace diversity and to educate young people not

only about their own heritage, but also about the beauty of

other cultures. To fully implement Moller’s plan, the libraries

must target minorities and encourage families to regularly visit

the library and to seek out cultural activities presented by the

libraries. Programs such as ALA’s El dia de los ninos/El dia de

los Libros are of vital importance. This program is a day to

celebrate reading by “advocating literacy for children of all

linguistic and cultural backgrounds” (ALA.org).

Libraries should be places where bridges can be built

between the inequalities in our society. Rubin (2004) writes,

“Because there is substantial evidence that minorities have less

 Public Libraries and Minorities 21

access to the Internet in their homes, public libraries play a

substantive and important role in providing access to this

critical information source for such individuals” (p. 384). In

addition to merely providing access to computers and the

Internet, public librarians may need to serve as intermediaries

between populations unfamiliar with digital technologies and the

technologies themselves. Just as it is not expected for a

foreigner to immediately understand the culture upon arrival in

a new country, librarians and society should not expect those

unfamiliar with the Internet, digital technologies, or libraries

to be able to immediately understand how to find their way about

the Internet or a U.S. public library. Even a simple task such

as setting up an email account may require help from an

intermediary, and this is where librarians may be able to fill

the role.

Conclusion

Developing programs and collections aimed at reaching out

to minority populations in local communities is beneficial not

only for the minority population it intends to serve, but also

for the other ethnic groups in the community. Only by learning

about each other’s cultures can communities become more

culturally aware and accepting of each other. Libraries need to

actively recruit diverse staff, study demographics of local

 Public Libraries and Minorities 22

communities, develop collections in multiple languages, and

create programs and events specifically targeting local minority

populations. Hispanic and Asian populations will probably

continue to increase in California, and libraries should be a

part of making this state more educated and culturally aware.

Minorities are the future of Los Angeles, California, and

America, why not reach out to them before it is too late?

 Public Libraries and Minorities 23

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 Public Libraries and Minorities 26

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 Public Libraries and Minorities 27

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 Public Libraries and Minorities 28

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1
During the research for this paper, it became evident that many terms are used when discussing the Spanish-
speaking populations in the United States. Terms used included “Hispanics,” “Latinos,” and “Chicanos.” Although
there are arguments over which is the appropriate term to use, this paper uses the term “Hispanics” when
referring to all Spanish-speaking minority populations in the United States.
2
This paper will use the term “Asian” when referring to any Asian or Pacific Islander populations in the United
States.