Who Doesn’t Count?

Framework
The United States Census is given every 10 years. The census is designed to collect information on the population for the purpose of providing services to communities and predicting needs for the future.

The census is supposed to be distributed to all American households. However, certain individuals and communities will find that the census questions either generalize their experiences or exclude them altogether.

The issue of generalization has been raised recently by members of the Dominican and Caribbean communities who must check broader boxes (for example “Hispanic” or “African American”) or write in their ethnicity when filling out the census. Because broader terms are not always accurate, and since writing in one's background is confusing and not done consistently, both groups want their ethnicities specifically listed.

Exclusion is another way people aren't counted by the census. This occurs when individuals have no space to record their experiences or accurately express their specific circumstances. Affected communities include, undocumented immigrants, homeless people and transgender individuals.

However it occurs, preventing people from participating in the collection of data means that there will be an inaccurate picture of the American population. As a result, services planned for excluded communities will be limited and false claims about such communities may be taken as fact.

Objectives
“Who Doesn’t Count” is designed to help students:

• understand who and what is not being represented in the 2010 census;
• observe different ways that people don't get counted, and
• explore the impact of not having a fully accurate count and picture of everyone living in America.

Suggested Time and Materials

• Time varies from one to two hours.
• Press Release announcing the introduction of the Caribbean Count Bill
• Article, “White House Looks to Include Same-Sex Unions in Census Count”
• Handout: Recalling Prior Knowledge

Essential Questions

• Why is it important to have an accurate and fair count of the American population?
• Who is affected when certain people are not counted?
• Who should decide how someone’s identity is defined? Individuals themselves or the government?

Glossary
census |ˈsensəs|
(noun) A usually complete enumeration of a population; specifically: a periodic governmental enumeration of population.

ethnicity |eθˈnisitē|
(noun) Ethnic (pertaining to or characteristic of a people sharing a common and distinctive culture, religion, language, or the like) traits, background, allegiance or association.

exclusion |ikˈskloōzh ən|
(noun) An act or instance of keeping apart or leaving out.

generalization |ˌjenərəliˈzā sh ən|
(noun) The act or process of making vague or indefinite statements.

transgender |tranzˈjendər; trans-|
(adjective) Of, relating to, or being a person who identifies with or expresses a gender identity that differs from the one which corresponds to the person's sex at birth.

Procedure
1. Individually, write a brief response to these questions:

• What is the purpose of the census?
• How does the census accurately count the entire American population?
• Are any groups left out of the census count? If yes, which groups?

Now, compare your answers with a partner. Combined your answers to reach a consensus to share with the class.

(Note: Depending on students’ prior knowledge, you may want to review more about the Census before continuing with No. 2. Some useful starting points are: Census 2010 in Schools, Census and Sensibility and Census Activities.)

2. All American households should receive a census questionnaire asking for information about their household members. Currently, people of both Dominican and Caribbean origin must check broader boxes (for example “Hispanic” or “African American”) or write in their ethnicity when filling out the census. Both groups want their ethnicities specifically listed.  As a result, a New York Senator, Yvette D. Clark, recently introduced a bill called the Caribbean Count Bill. Read the press release on the bill and complete the handout, Recalling Prior Knowledge.

Then, in small groups, answer and discuss the following questions:

• What are the benefits of listing specific groups, rather than creating general categories?
• Why do think certain groups have their own categories, and others don't?

3. While some people are not counted by the census because they have been generalized into other groups, other people are excluded from the census altogether. Make a list of whom you think could be affected in this way. Share your lists with the class.

4. Form small groups, and choose one the categories:

• Undocumented immigrants
• Homeless people
• Transgender individuals

Answer the three questions below by conducting library/Internet research with your group. All the groups answer the first two questions. The third is specific to your chosen category. 

a) There is concern that your category of people will not be accurately counted by the 2010 census. What are the key issues related to your group's exclusion?

b) What are some specific ways that having an accurate count of your category could better serve this group?

c) Undocumented immigrants: Why are some immigrant advocates threatening to tell undocumented immigrants to boycott the census? What do others say is a risk of such a boycott?

Homeless people: What are three reasons it is hard to get an accurate count of the homeless population and what has been a strategy of the Census Bureau to address this problem? 

Transgender individuals: What aspect of the 2010 Census limits the ability to count transgender individuals?  Why is it important to have an accurate count of the transgender population?

As a group, display what you learned on chart paper. Be creative and feel free to use colorful markers/materials. When you finish, hang your chart paper on the wall. Your display represents a station. All categories should be represented.

Now in your same group, you’ll going to rotate from station to station, like a carousel. Start out at your station, then all the groups simultaneously rotate, clockwise, to the next station. Spend two to three minutes at each station. First, take a few moments to ensure you understand what the group learned from their displays. Take turns sharing key points on the gist of the particular group’s findings. Then, collaborate to provide feedback, ask probing/clarifying questions. Write your feedback either on the display or on a separate piece of chart paper next to it. Once two/three minutes are up, simultaneously rotate, clockwise, to the next station. Do the same at this station. Continue until you’ve finished all of the stations and are now back at your group’s own station. Review and discuss the feedback your peers gave or any questions they raised.

5. Have one person present a few key points to the entire class. Presentations should make sure to explain why it is important to include the category in the census count, and what could be lost if this category was excluded. 

Assessment
Imagine that you are a student who has just been told that your school is conducting a census, but that your class will not be included. Your task is to write a letter to your principal. You need to convince her or him to count your class in the school’s census. A successful letter needs to be persuasive and explain what will be lost, both for the school, and for your class, if you are excluded.

Extension Activity

1. Read the article, “White House Looks to Include Same-Sex Unions in Census Count.” (Note: you may want students to complete the handout, Recalling Prior Knowledge for this article, too.) Advocacy on the part of LGBT groups contributed to the government's reversal of its exclusionary policy barring same-sex couples from indicating their married status on the census. Do you think other groups, for example Caribbean-Americans, will be as successful in getting counted on the upcoming census? Why or why not?  What are differences and similarities between the two groups that led you to your answer? 

Recommended Resources

• U.S. Census 2010
• It’s About Us: Census In Schools
• Census and Sensibility
• Census Activities
  

Standards 

Language Arts (Grades 6-8 and 9-12)

Standard 6: Uses reading skills and strategies to understand and interpret a variety of literary texts.

Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts.

Behavioral Studies (Grades 9-12) 

Standard 2.  Understands various meanings of social group, general implications of group membership and different ways that groups function.

Civics (Grades 6-8)

Standard 28: Understands how participation in civic and political life can help citizens attain individual and public goals.

Thinking and Reasoning (Grades 6-8 and 9-12)

Standard 3: Effectively uses mental processes that are based on identifying similarities and differences.

ELL/ESL (Grades 6-8 and 9-12)

Standard 1: English language learners communicate for social, intercultural and instructional purposes within the school setting.

Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the area of language arts.