Pilot Testing a Rapport Building Checklist with Law Enforcement and immigrant Communities

This study engages with local law enforcement authorities (LEAs) and immigrant service providers (SPs) in order to construct a list of recommended practices which can be implemented to enhance rapport between LEAs and immigrants. Producing an efficient list of practices requires the assessment of current obstacles which prevent a strong trusting relationship between LEAs and immigrants. Therefore, 4 officers from the Salt Lake City Police Department and 4 local immigrant service providers were interviewed. Their answers uncovered challenges which hinder a strong relationship of trust between LEAs and immigrants. From the several challenges identified, two include the struggles of the language barrier and the necessity of increased interaction. Through the results of the 8 overall interviews, 4 overarching themes emerged. Based on these central themes, a list of 5 practices are recommended for implementation. These practices include providing an on-hand resource for contacting language interpreters, adding a portion about refugees into police diversity training, promoting more community engagement, classes for immigrants on LEAs, and encouraging LEAs to become more familiar with immigrant community leaders.

PILOT TESTING A RAPPORT BUILDING CHECKLIST WITH LAW ENFORCEMENT AND IMMIGRANT COMMUNITIES by Rija Siddiqui A Senior Honors Thesis Submitted to the Faculty of The University of Utah In Partial Fulfillment of the Requirements for the Honors Degree in Bachelor of Arts In International Studies Approved: ______________________________ Caren J. Frost, PhD Thesis Faculty Supervisor _____________________________ Hugh Cagle, PhD Director, Department of International Studies _______________________________ Hugh Cagle, PhD Honors Faculty Advisor _____________________________ Sylvia D. Torti, PhD Dean, Honors College November 2019 Copyright © 2019 All Rights Reserved ABSTRACT This study engages with local law enforcement authorities (LEAs) and immigrant service providers (SPs) in order to construct a list of recommended practices which can be implemented to enhance rapport between LEAs and immigrants. Producing an efficient list of practices requires the assessment of current obstacles which prevent a strong trusting relationship between LEAs and immigrants. Therefore, 4 officers from the Salt Lake City Police Department and 4 local immigrant service providers were interviewed. Their answers uncovered challenges which hinder a strong relationship of trust between LEAs and immigrants. From the several challenges identified, two include the struggles of the language barrier and the necessity of increased interaction. Through the results of the 8 overall interviews, 4 overarching themes emerged. Based on these central themes, a list of 5 practices are recommended for implementation. These practices include providing an on-hand resource for contacting language interpreters, adding a portion about refugees into police diversity training, promoting more community engagement, classes for immigrants on LEAs, and encouraging LEAs to become more familiar with immigrant community leaders. ii TABLE OF CONTENTS ABSTRACT ii INTRODUCTION 1 LITERATURE REVIEW 3 METHODS 8 RESULTS 10 DISCUSSION 22 RECOMMENDATIONS 26 CONCLUSION 28 REFERENCES 30 iii 1 INTRODUCTION Utah’s immigrant and refugee1 population continues to grow each year. In 2015, immigrants comprised 8.2 percent of Utah’s population (American Immigration Council, 2017). When it comes to refugees in particular, there are estimated to be more than 60,000 refugees who speak more than 40 languages residing in Utah. Most of these refugees (99%) reside in the Salt Lake County. Each year roughly 1,100 new refugees arrive in Utah (Utah Refugee Services, 2017). Most immigrants experience a long and complex process of migration before they are resettled in their new communities. When immigrants leave their country of origin, their resettlement requires multiple documents, registration forms, and interviews. After reaching their new destination, they continue to experience a rigorous line-up of continual case reviews, background checks, etc. However, even after their successful resettlement, they must grapple with the ongoing challenge of integration in their new communities. Some arrive from war-torn countries and are unfamiliar with local laws, including individual rights and property ownership. Law enforcement authorities (LEAs) can aid new immigrants by reassuring their safety, taking care of their welfare concerns, and guiding them toward the appropriate resources. However, immigrants’ relationship with local LEAs is an ongoing challenge due to language barriers and general suspicion. In Salt Lake City there was an occurrence involving a young 17-year-old Somali refugee named Abdi Mohamed, who was shot by the police officers and critically wounded (Whitehurst, 2016). As the case was examined, there was a realization of disconnect and misunderstanding between law enforcement and Although the focus of this study is on refugees, I will refer to the broader term of "immigrant" henceforth because the problems addressed are relevant to communities outside of just refugees. 1 2 the young Somali refugee. If LEAs were more familiar with the hardships and struggles immigrants face, then they might be able to prevent such unfortunate events. Similarly, if immigrants familiarize themselves with LEAs then they mightgradually overcome their fear and suspicion, making them safer and more willing to communicate their troubles. Due to this occurrence, the Salt Lake City LEAs want to begin a dialogue regarding the strengthening of trust between LEAs and immigrant communities. We want to avoid circumstances such as Abdi Mohamed’s, and through trust building practices, we can allow for a better understanding between LEAs and immigrants. Integration allows an immigrant to feel safer and more settled in their new environment; however, integration also has barriers. We would like to change this by working with the LEAs in Salt Lake City to proactively develop positive ways of interacting with immigrant communities and building rapport. LEAs and immigrant communities would closely work together to reach a greater understanding. Building trust between the LEAs and immigrant communities would be beneficial for both parties. Trust building can be a long-term process, and these practices can make that experience easier and more comfortable. Through these practices, immigrants would gain safety, a better process of integration, and a familiarity with U.S. laws and customs. LEAs would learn about the backgrounds of the immigrant communities, and aid them when there is a safety threat or a social welfare concern. For the police and immigrant communities to effectively cooperate, I want to create a set of practices that can be used to build rapport among these communities. Implementing these rapport building practices could be beneficial in establishing integrated communities, which feel comfortable to reach greater 3 potential. Furthermore, the occurrences of violence related to misunderstanding and suspicion can be prevented. LITERATURE REVIEW Challenges of Integration Integration means that a foreign-born person obtains the same work and educational opportunities as a long-term native-born citizen, along with benefits for their children. Integration often leads toward a sense of dignity and belonging, and relates to societal acceptance (Alba & Foner, 2015). Integration confronts difficult challenges, because adjusting to or understanding a foreign culture, language, and lifestyle is a longterm process. In Salt Lake County, the top countries of origin where immigrants arrive from include Burma, Iraq, Bhutan, Somalia, and Eritrea (Pearson & Gengler, 2017). When it comes to refugees specifically, then Utah has an overwhelming majority which arrive from the African region (Utah Department of Health, 2016). Immigrants may have a difficult time adjusting to their new environment because of language barriers. Similarly, they also may have difficulty when seeking employment or housing. They also may struggle when applying for citizenship (Parra & Pfeffer, 2006). Immigrants who are poor and encounter unfortunate living conditions tend to experience more difficulty when integrating. Native-born people’s widespread resistance to immigrants may worsen the process of a comfortable adjustment (Alba & Foner, 2015). This resistance may include acts of discrimination or anti-immigration rhetoric. Immigrants face tension within their own communities and from the world around them, hindering their integration process (Heikkilä et al., 2011). 4 • Social Exclusion Social exclusion can be a great obstacle to integration. Social exclusion is usually when a person or a group of people are left out from participation in activities and relationships which are typically available to the “majority of people in society.” It can deny people from “resources, rights, goods, and services.” This exclusion can cause the feeling of alienation which may lead to less productivity and poor life choices (Levitas et al., 2007). Therefore, it is crucial to make immigrants a part of the community and treat them in a welcoming manner. • Employment Immigrants may struggle with finding work opportunities. Immigrants who have earned university degrees from their country of origin do not get their level of education acknowledged. An analysis of the data from the Organization for Economic Cooperation and Development determines that “only a third of those who had university degrees from outside Europe and North America work in high-skill occupations” when they resettle. Furthermore “less than 15 percent” of immigrants “reported their level of education matches their jobs, compared with nearly 75 percent among natives.” Due to this difficulty of having one’s educational background recognized, it can take an immigrant “20 years to earn a salary that corresponds to their skills” (Antoninis, 2018). This unfortunate reality does not allow immigrants to reach their full potential or make use of their skills. Their hard-earned educational credentials often get devalued. • Discrimination Another obstacle when seeking employment is discrimination. Many individuals from “ethnic minority and immigrant groups” are often faced with “discriminatory 5 attitudes displayed by some employers.” People whose “skin color or other traits” differ from that “of the majority population” tend to be more prominently discriminated against. Discrimination can be acted out through both direct and indirect methods. This struggle to find employment leads to financial distress. When unemployment becomes common within a community, the financial distress can spark further negative circumstances and motives. High rates of unemployment experienced by some groups can lead to “increased levels of crime and social unrest” (Drinkwater, 2017). Another barrier would be the different cultural perceptions about LEAs certain immigrants may have. It will take time and effort to earn certain immigrants’ trust, especially those who are used to corrupt law enforcement in their country of origin. For instance, a research done on the relationship between Latinos in Chicago and Chicago’s community policing initiative “suggest that the negative views of police can be “home grown” as well as imported” (Skogan et al., 2002). Being accustomed to not trusting police for a long time can be a difficult mindset to change, especially within a whole other country where one may not be familiar with the law and police culture and attitude. LEAs are strong members of society who can recognize such problems and assess them appropriately, whether that’s guiding struggling immigrants to positive resources or allowing them to feel safer while they are adjusting to their new environment. Law Enforcement Authorities (LEAs) One of the main concerns of today is how to encourage and aid successful integration of newly arriving individuals. LEAs and social workers are two significant local professional groups who are active in dealing with these issues. They are active through serving the community for a safer and more productive experience. Both are able 6 to prevent the escalation of conflicts, and encourage positive community engagement (Heikkilä, Danker, Ciriano, McLaughlin, & Reubsaet, 2011). This collaborative work between the two professions has grown to be effective within several communities. For example, work within the suburbs of Varissuo and Hervanta in Finland allowed for LEAs to collaborate with social workers and successfully ensure positive social welfare assistance. Trust building practices were established for both LEAs and immigrants. Through the implementation of these practices, immigrants were able to feel more secure and be more productive. This collaboration made for a smoother integration within society (Vanhanen & Heikkilä, 2016). Although my study will not involve social workers, it is important to recognize that LEAs deal with conflicts typical to the social work field. Good Community Practices Globally, there have been several positive practices between LEAs and immigrants. The community work within the suburb of Gothenburg, Sweden had the LEAs and social workers team up with the goal of mobilizing immigrant parents and hearing out their needs. This team aims to prevent future conflicts and decrease the rate of criminality. There are diverse methods used for this effort. One effort was to arrange monthly meetings where LEAs, parents, and community leaders would gather and discuss any concerns relating to the immigrant communities (Vanhanen & Heikkilä, 2016). Many of the practices corresponded to one another, such as neighborhood mediation or LEAs working alongside local schools. In Europe, there are community mediation teams that aim to prevent domestic violence, family conflicts, discrimination, or struggles due to language barriers. Social workers are available to resolve such 7 concerns while having a close connection to the LEAs. There have also been cases where LEAs work closely with local schools, aiming to encourage long-term school attendance (Vanhanen & Heikkilä, 2016). Similar collaborative practices alongside LEAs have also taken place nationally. The Urbandale Police Department of Iowa announced their endeavors to better build trust with local immigrants. They do this by providing more social programming resources in the native languages of the immigrant communities. The police department also created a strong program of community outreach. To assist the police officers’ understanding of diverse cultures, a training on cross-cultural aspects of immigrant communities has also been put into place (Williams, 2015), (McCarty, 2015). LEAs in Chicago have also made a community policing initiative. Members of neighborhoods and communities attend meetings which are held monthly. These meetings “provide an important opportunity for neighborhood residents to meet and hear from the police who work in their neighborhood.” Residents can also speak their concerns and work with police to solve problems. Immigrants receive a platform to speak their troubles and also become comfortable and familiar with local LEAs (Skogan et al., 2002). Similarly, the Police Executive Research Forum (PERF) has taken many initiatives around the U.S. to allow LEAs to build bonds of trust with immigrant communities. Programs for both immigrants and LEAs have been implemented, along with practices which strive to ease integration. Some of which include building relationships with refugee resettlement agencies, working with cultural, political, and religious leaders within the refugee communities, and implementing educational programming to aid refugee integration. (Police Executive Research Forum, 2017) 8 LEAs in Chicago have also made a community policing initiative. Members of neighborhoods and communities attend meetings which are held monthly. These meetings “provide an important opportunity for neighborhood residents to meet and hear from the police who work in their neighborhood.” Residents can also speak their concerns and work with police to solve problems. Immigrants receive a platform to speak their troubles and also become comfortable and familiar with local LEAs. A lot of the problems “residents consider important are beyond the scope of traditional police mandates.” Therefore, the city created a “special service-request” process which “enables officers to mobilize other city agencies” that may be more appropriate at handling such problems. Due to this initiative, the crime overall in throughout the city decreased, conditions of neighborhoods improved, “awareness of and involvement in the city’s community policing program are stable,” and police service has become more favorable (Skogan, 2002). METHODS In order to construct an effective list of rapport building practices, it was necessary to gain a more precise perspective of the barriers surrounding the relationship between LEAs and immigrants in Salt Lake City. This process was accomplished through a qualitative study in the form of individual interviews, where there were eight total participants. Four of which were police officers from the Salt Lake City Police Department (SLCPD) and the other four were major immigrant and refugee service providers (SPs) in Utah. Participants responded based on their background and experience with immigrant communities. Their responses were recorded and transcribed. After the transcription of all 8 interviews, the recurring themes were extracted. These 9 themes reflected the most predominant barriers and challenges when building a strong relationship between LEAs and immigrants. The results were then used to construct a list of recommended practices. This list of practices strives to ultimately alleviate barriers and challenges, while strengthening rapport. University of Utah Institutional Review Board approval was obtained for this study. Five different questions were asked to all eight participants: The first question sought to discover the challenges immigrants and refugees struggle with as they resettle in Salt Lake City. The second question focused on steps a community can take to better assist immigrants and refugees as they integrate into society. Integration is a “dynamic two-way process in which newcomers and the receiving society work together to build secure, vibrant, and cohesive communities.” Integration does not mean one must let go of their cultural values, rather, it emphasizes “respect for and incorporation of differences and the need for mutual adaptation” (Grantmakers Concerned with Immigrants and Refugees, 2007). The third question explored what the organization or department that the interviewee works or associates with can do to more effectively integrating refugees. In the case of LEAs, they will discuss about their work at the SLCPD. While SPs will discuss this question based on their organization or position which aims to serve multiple refugee and immigrant communities. The forth question is based on the interviewee’s experience of the relationship between LEAs and immigrants. It examined their viewpoint on whether refugees are generally suspicious of LEAs or not. 10 The fifth and final question sought to recognize steps which can be taken to alleviate suspicions and fears. RESULTS LEAs and SPs Four different law enforcement officers from the SLCPD and four different immigrant and refugee service providers (SPs) were interviewed. Participants answered based on their particular fields and backgrounds. Responses from and among the two groups were often similar, therefore, recurring themes will be emphasized. Biggest challenges faced by refugees as they resettle in the U.S. LEA 1 Adjusting to a new culture, language barrier, learning the customs, understanding laws, LEA 2 Adjusting to a new culture, interacting with police, schooling LEA 3 Language barrier, not understanding rights, reuniting with family, understanding laws LEA 4 Adjusting to a new culture, family structure, language barrier understanding laws SP 1 Education, employment, language barrier, mental/physical health SP 2 Discrimination, employment, language barrier, women unable to participate in family finances SP 3 Housing, cultural marginalization, schooling, employment, trauma, language barrier SP 4 Employment, housing, access to health, immigration process, documentation 11 LEAs Officer 1 and 2 explained that learning a different culture can start from the most “simplest” of things, such as adjusting to the “availability of running water.” Officer 1, 2, and 4 further pointed out more particular challenges when adapting to a new environment, such as going to the grocery store, purchasing a car, schooling, and seeking employment. Officer 3 recognized that the language barrier causes questions or answers to be especially difficult to understand. Officer 3 acknowledged the difficulty in understanding questions or answers because of the language barrier. He proceeded to mention that due to the wide range of languages spoken by immigrants, discovering a suitable translator becomes a recurring challenge. When being pulled over by the police or reporting an emergency, communication becomes a significant concern. Officer 4 and 1 knew that understanding the laws of the country can no doubt be difficult. Officer 3 added that a lot of immigrants and refugees “don’t know that they have rights here, because they do not have their citizenship. They assumed the police can do whatever they want to them, since they are not citizens.” Officer 4 stated that he educates many immigrants and refugees that they do in fact possess the same rights as everyone else, and are to be respected just as much as people who are citizens. SPs SP 1 stated that each refugee has his/her own challenges. SP 1 proceeded to list challenges which she believes to be generally the greatest. She expanded on the language barrier, explaining that often immigrants or refugees with an “accent” or low English skills are assumed to be less educated.” 12 SP 2 believed that along with discriminatory practices, there’s “little community investment in refugee success.” SP3 mentioned that “creating a home” can be difficult, whether that’s purchasing “a house” or dealing with a “landlord.” He proceeded by mentioning that schooling for children can be a challenge for both children and parents, because of the different educational system. When SP3 discussed the language barrier, he states that the language barrier “is a shared thing.” It’s two sided. He mentioned that unfortunately, “people here refuse to learn” or accept “another language. This is not a country that has a lot of respect for multilingualism.” SP4 discussed economic challenges that immigrants and refugees experience, such as earning a “sustainable income and learning about the system of hiring.” She elaborated by stating that immigrants and refugees “rely on agencies that hire them but pay them very low salaries.” Usually they work “low end jobs with long hours” which makes their health decline. She proceeded by stating that immigrants and refugees have small “households” which are “overcrowded with 2-3 families.” Furthermore, SP 4 stated that a lot of immigrants and refugees can fall prey to illegal practices or be abused by others in advantageous positions,” because they want to survive. There’s a lot of “human trafficking, child neglect, interfamily violence, mental health conditions, etc." 13 Steps to Better Assist Immigrants and Refugees when Integrating LEA 1 Connecting with international rescue committee (IRC), community funding, employment resources LEA 2 Teaching the cultural differences LEA 3 Building a close relationship with immigrants and refugees from the time they first arrive LEA 4 Interacting and getting to know immigrants and refugees SP 1 Assess level of education, assess their mental/physical health, not treat them all the same, teachers should be made aware of the conditions of refugees i.e trauma SP 2 Practical English learning for women and girls, invest in skills improving women’s financial opportunities, targeted programs that integrate communities SP 3 Focusing more on immigrants and refugees, not trying to change them for the society, supporting their communities, creating interactive spaces SP 4 Legal access to employment and housing, LEAs Officer 1 praised the International Rescue Committee (IRC) for their initiatives, such as providing refugees with money, housing, and a stable position to get started. He mentions that there should be resources for finding employment for those people who are not citizens. He proceeded to state that we as a community can help them pay for things such as schooling and other necessities. Officer 2 believed that as a community, we must “assist them in learning the ways of how certain things are done.” He emphasized that their “cultural beliefs” are significant, however, “we also do not want them to get in trouble.” For instance, “a crime 14 can be handled differently here than their” country of origin. He stated that it is key to educate why things are done and not only how. Officer 3 emphasized the significance of building a positive “relationship with refugees from the day they arrive.” Officer 4 believed that “getting to know” refugees and immigrants becomes very crucial, and grants them the opportunity to recognize “not all police are bad.” SPs SP 1 believed that it is crucial to discover levels of education in order to “provide better resources, and a learning experience best suited for each individual.” She added that especially with children, their English level should be tested. So that the “children can be placed in a classroom which fits their proficiency level accordingly.” She proceeded to mention that “children who do not have enough knowledge of English should not be placed in a standard classroom, otherwise they would not be able to perform well.” SP 1 furthermore believed “teachers who work with refugee populations should be educated about refugees and their traumas,” enabling them to provide better “individual support.” SP 2 believed that there should be “specific programs that integrate communities, starting with the more communal women in both communities.” SP 2 focused more on refugee women and therefore believes in the importance of providing women and girls with “practical English offerings,” as well as financial opportunities. SP 3 believed that integration should start with immigrants and refugees, not focusing on whether “society should accept them” or “how we are going to change them 15 so that they are accepted.” He emphasized the importance of “supporting their communities.” SP 4 believed that the first step should be to grant immigrants “legal access to employment and housing.” She states that they should be “provided with Individual Taxpayer Identification Number (ITIN),” so that they are able to get “access to employment.” She proceeded to mention that immigrants should be allowed to have housing and financial services. They should be able to rent houses at similar rates as citizens. What your Department can do to Assist Integration LEA 1 Continue to attend refugee provider meetings, attend more events, seminars, classes LEA 2 Explore program LEA 3 Classes, attending events, interaction LEA 4 Classes, refugee fair, positive presence, explore program SP 1 Educating people and services about the needs of refugees SP 2 Mentors working with women 1 on 1 SP 3 Support refugee and immigrant community leaders SP 4 Support refugee and immigrant community leaders, diverse staff, programs for children, supporting organizations 16 LEAs Officer 1 stated that his department already does “a pretty good job.” He further elaborated with examples such as attending “refugee provider meetings,” working “with the mayor’s office,” attending “events” of various immigrant communities. He proceeded, however, to discuss that it is difficult to recruit them as a police officer when they do not have a citizenship. Passing the National Police Officer Selection Test (NPOST) becomes a great challenge for immigrants as well. Therefore officer 1 suggested seminars to aid people with the NPOST and by setting up mock tests. He believed his department can work better on educating immigrants about the police department in Salt Lake City. Officer 2 discussed the success of the “explore program,” where children from diverse backgrounds, including refugees, have the opportunity to explore a career in law enforcement. He explained cases where young explorers have family who were once fearful of the police and distrusted them, but after witnessing their child expressing a positive experience in the explore program, they started to develop trust in law enforcement. Officer 2 gave an instance of this through a story about a young explorer who had passed away, and at her funeral, several law enforcement officers attended. The explorer’s family was not law enforcement friendly at first, however, gained a lot of trust in them afterward. Officer 3 helps immigrants by “teaching classes” educating them about LEAs and laws. Officer 3 attended world refugee day and makes sure refugees know he’s not only attending “as a police officer” but to learn and “build relationships.” He has a booth where he hands out stickers and fliers. 17 Officer 4 stated that his department offers classes, a refugee fair, and also a positive presence at various events. Similar to officer 2, he mentioned the youth program and the positive impact it has. SPs SP 1 educated service providers about refugees’ needs. Often, service providers do not know what the “real needs” of refugees or immigrants are. For instance, it is important to tell dietary restrictions to service providers and let them know what kind of food certain refugees consume. SP 1 does not wait for refugees and immigrants to come to her, but rather, she “goes to them.” She emphasizes the importance of attending immigrant’s and refugees’ “cultural and religious events” and “learn” more about their preferences in order to better cater to them. SP 2 stated that she will “continue to enable mentors in the community to work 1 on 1 with refugee women.” SP 3 mentioned that he works with “leaders of refugee communities to identify goals they want to achieve and support them.” He supported their “priorities and connects them to resources.” For instance, if a refugee community leader or member wants to run an organization, he “supports them.” If they would like to set up classes, for example, his organization can “pay for them.” SP 4 stated that she works with a diverse staff who speak different languages. She and her group support immigrant and refugee communities and support them when they want to create their own organization. Her department sets up programs for children, and allow them to receive benefits. She mentioned that “we have time in Utah to prevent 18 large ethnic riots,” by “acknowledging all these people and grant them the opportunities they deserve.” Are Refugees Generally Suspicious of LEAs? LEA 1 There’s some stigma LEA 2 Yes, based on immigrants and refugees’ past experiences LEA 3 Yes, based on immigrants and refugees’ past experiences LEA 4 Yes, based on immigrants and refugees’ past experiences SP 1 Yes, sometimes police show discrimination SP 2 Yes SP 3 They tend to be due to documentation issues. SP 4 Yes and no LEAs Officer 1 stated that he has “not felt any hesitancy from refugees personally.” However, that “there is some stigma,” but his job is to teach refugees that law enforcement is not there to “hurt them, but to protect them.” He emphasized communication as a key factor when earning the trust of refugees. Officer 2 added that their suspicion “goes back to previous experience with law enforcement” in their former countries. He mentions that “what other countries consider law enforcement is not always the same.” Officer 3 believed that refugees are generally suspicious of law enforcement, and that’s why they “try to” build a “relationship with them.” Similar to officer 2, he discussed that a lot of immigrants and refugees carry over distrust in law enforcement due to previous experiences with corrupt police forces in their former countries. He gave the 19 example of South American culture. “The police in Mexico” do not stop you to check your license or registration, rather they want to be paid off” before they let you go. Officer 3 educated immigrants and refugees about the wrongs of such practices, like bribing a police officer. Officer 4 believed the law enforcement from their former countries causes them to expect corrupt and unfair policing practices. He states that some refugees and immigrants have been living amongst corrupt policing practices for the majority of their lives, therefore earning trust becomes difficult. SPs SP 1 believed that refugees tend to be suspicious and fear LEAs. She proceeded to state that refugees are more likely to be pulled over, and given a “disproportionate punishment” for their crime. She mentions that there’s often “discrimination” with such cases. SP 3 did not want to speak for all the refugees and immigrants, however he did state that LEAs are often feared by immigrant communities “because of documentation issues.” SP 4 believed that they are suspicious due to ICE and documentation. Often times, “ICE use local LEAs to get reports on immigration status,” and if a family has a “mixed status” then they are certainly suspicious. She stated that if a family member gets deported, “they will pass the word around the community.” Other than this fear, they are very abiding to the law. 20 Steps to Alleviate Suspicions and Fears LEA 1 IRC, classes, public events, job fairs, community engagement LEA 2 Communication, SLPD is not ICE LEA 3 Community engagement, job fair LEA 4 Diversity in the police SP 1 Education police about how to communicate with refugees, work on reducing their biases SP 2 Educate refugees on their human rights and the law SP 3 Open interaction, building a better relationship, police should go to schools, police should talk to refugee community leaders SP 4 Open interaction, attending events, Crisis intervention team (CIT) LEAs Officer 1 believed that immigrants and refugees should be acquainted with the “IRC,” so they may learn about the “laws and expectations.” He promoted the classes he teaches for refugee adults, which helps answer some of their questions. He proceeded by listing practices such as discussions, public events, job fairs, and working closely with communities. Officer 2 emphasized open communication as a key factor to earning the trust of immigrants. To let them know that things “may have not been this way before, but this is how we do things and we are here to help.” He proceeded to state that it is important for immigrants to know that their “immigration status does not matter to them.” He also 21 mentioned that often there’s a misconception that SLPD officers are U.S. Immigration and Customs Enforcement (ICE). Therefore, it is crucial to reassure immigrants that SLPD LEAs are not ICE. Officer 3, similar to the others, emphasized community engagement. He promotes “classes” which teach immigrants and refugees more about LEAs. He discussed the benefits of the “job fair,” where immigrants learn about potential employment opportunities. Job fair is a great way for immigrants to meet LEAs. Officer 4 believed alleviating suspicions can be “hard because” immigrants “have such strong preconceptions.” He promoted more diversity in the police force, such as people from different cultural, racial, and ethnic backgrounds. People who immigrants can more easily communicate or relate with. SPs SP 1 suggested that there should be more diversity in law enforcement. She proceeded to suggest that LEAs should be educated about refugee and immigrant backgrounds, their journey, and trauma. They should also work on clearing their own biases. So that when LEAs have to speak to refugees, they can take those aspects into consideration. SP2 believed that immigrants and refugees should be “better educated on their human rights and the law.” SP 3 emphasized “face to face relationship building between communities and the police.” He mentioned that LEAs should interact with immigrant and refugee communities while not being in uniform or with an authoritative presence, but rather, striving to learn about and meet these people. Furthermore, he highlights the need for 22 LEAs to work closely with immigrant and refugee “community leaders” and build trust with them. SP 4 praised the Crisis Intervention Team (CIT). CIT consists of law enforcement officers who “received training from social workers and mental health professionals.” She believes that this team’s a great benefit to Salt Lake City. She proceeded to appreciate the SLPD’s Explore program for the youth, stating that the youth police academy encourages minorities to participate. She explained that one aspect that LEAs need to work on the “double message” of “helping these communities yet also reporting them to immigration.” The latter makes it difficult to maintain that trust. She explains the moments LEAs come to events and volunteer. They “chat with people, teach children how to drive a bike, etc.” SP 4 stated that these interactions “need to happen on a regular basis.” DISCUSSION There are multiple similarities and parallels to be extracted from the results of the participants. LEAs and SPs agree with one another on several occasions, but they also have expressed views and opinions which are vastly distinct. This portion of the study will highlight those similarities and differences. Similarities The language barrier was one of the most widely mentioned obstacles by both LEAs and SPs. In fact, all eight of the participants agreed that this was one of the greatest challenges. LEA 3 mentioned that a “group of refugees can speak up to 20 languages,” and “officers do not know who to call” when they do not understand a language. Learning a new language takes a lot of time and dedication, but also serves to be crucial 23 in order to avoid miscommunication. Most of the challenges immigrants and refugees struggle with are somehow or another tied to the language barrier. Understanding the law and one’s own rights are significantly easier to grasp when knowing the language. However, as SP 3 mentioned previously, the language barrier is a “shared” obstacle. It does not mean only the refugees have a language barrier, but so does everyone else. SP 3 mentions that generally people “refuse to learn the other’s language,” nor “accept it.” Furthermore, officer 3 mentions that finding a suitable translator can become an obstacle. I believe that there needs to be acknowledgment that learning a whole different language takes a lot of time and effort. It can especially be difficult for those who are older. Furthermore, immigrants and refugees struggle with mental health, financial problems, deal with culture shock, etc., which can hinder their language learning process. Recognizing these factors should encourage kindness and generosity to everyone who struggles with English. Pressuring, criticizing, and/or mocking a person’s lack of English skills would only discourage and dishearten them. One must remember that the “language barrier is shared,” as SP 3 stated. It should not only be expected for immigrants and refugees to learn English, but as a diverse nation, us citizens should strive toward learning other languages too. Both LEAs and SPs emphasized the significance of open interaction. Officer 2 and SP 3 both discussed the necessity for constructive communication between LEAs and immigrants. SP 4 believes that these interactions should occur “on a regular basis.” LEAs should have a positive presence at immigrant and refugee events, and be taught and encouraged to engage in friendly conversation with them. Officer 4 previously attended 24 “a refugee fair,” and also strived to be a “positive presence at various events.” I believe more opportunities where LEAs are able to openly communicate with immigrants and refugees would greatly allow communities to recognize the police as a positive entity. Communication can be a key factor to alleviate suspicions and clarify misconceptions. Classes were another element promoted by both LEAs and SPs. These classes are made for both LEAs and immigrants. Although LEAs have diversity training, SP 2 believes that this training should incorporate a portion dedicated to learning specifically about “refugee backgrounds, their trauma, and their journey.” When it comes to classes offered to immigrants and refugees, LEAs promote classes about the law and the appropriate etiquette when interacting with police. Officer 1, 3, and 4 mention teaching these classes and have praised their curriculum. Additionally, officer 1 suggests a seminar to teach about the NPOST to diverse groups of people who are interested in working for law enforcement. Differences SP 1 discussed the aspect of bias and discrimination by LEAs primarily based on race, ethnicity, and religion. This issue was not discussed by any of the LEAs. SP 1 further explains that refugees are more likely to be given a “disproportionate punishment” for their crimes. Furthermore, she elaborates on this by mentioning an example where an immigrant panics and makes a mistake while driving. They are pulled over by a police officer, but find it difficult to speak English and fail to properly articulate themselves. Due to a communication barrier they may end up paying a heavier price for their crime. SP 3 believes that LEAs should attend more events where immigrant and refugee communities are present. They should “not be in uniform” when attending these events 25 and should especially build a relationship with immigrant and refugee “community leaders.” LEAs did state that they attended some of these events. However, LEAs should be encouraged to attend more events to learn about these diverse communities. Additionally, LEAs did not specifically mention working closely with community leaders. I believe that if LEAs pursue a positive relationship with community leaders, that can be a great method to reach the larger community. Officer 3 and 4 mention that a lot of the distrust and suspicion some immigrant communities carry originates from their former countries, where law enforcement may have been corrupted. This was a factor not addressed by the SPs. On the other hand, SPs emphasized documentation and discriminatory factors as more primary sources for the distrust and fear. A more general noticeable difference between both parties’ answers was that SPs tended to be a lot more specific. I believe that is because SPs have a lot more detailed knowledge and experience which is specifically concentrated on immigrants and refugees. LEAs work with a wide array of people with no particular focus on one group. For instance, SP 2 states the significance of “financial opportunities for women.” SP 1 discusses the need for “assessing levels of education,” and constructively advising particular “services” which SP 1 strives to improve. Comparatively, LEAs discuss more vague problems than specific ones. SPs were often more specific and I think that’s because they have a lot more knowledge and experience with immigrants and refugees. For instance, SP 2 “financial opportunities for women” SP 1 talks about “assessing levels of education” SP 1 also discusses flaws she sees amongst certain services that she strives to fix. LEAs on the 26 other hand are vaguer, and mostly talk about culture and language being the biggest problems. RECOMMENDATIONS Based on the problems which were assessed from the results, I have constructed five different practices which can build better rapport between LEAs and immigrants. These practices comprise of actions that must be accomplished by all communities, i.e., LEAs, SPs, and immigrants. • Access to language interpreters The first year for new arrivals can be challenging due to their lack of English skills. Therefore, I recommend that upon arrival, a resource be distributed and available with different language interpreters and their contact information. It would be ideal for SPs to distribute this resource especially those who work with new-arrivals. This availability for a language interpreter can assist a more comfortable initial integration and allow effective communication with LEAs, especially when legal matters are brought forth and require technical language. For instance, when an immigrant or refugee who struggles with English has been pulled over on the road, rather than panicking and not being able to answer, they can easily contact an interpreter on the spot to aid their understanding. This simple action can prevent disproportionate punishments as SP 4 had previously discussed. • A portion on refugees in the diversity training for LEAs. LEAs have diversity training, which strives to “examine stereotypes and cultural assumptions that are often held by the community and by the law enforcement professionals who serve the community.” They learn to “observe and experience cultural 27 differences, to increase awareness of attitudes and behaviors” (Ceceilyn Miller Institute, 2016). Due to Utah’s growing refugee population, I recommend there to be a portion embedded within the diversity training specifically discussing refugees. Refugees are a unique category of immigrants due to their harsh and traumatic backgrounds, which forces them to flee from their former countries. I believe it would be extremely beneficial to educate LEAs about refugees and their backgrounds, so that they are assessed more appropriately and better understood. • Promoting classes on LEAs for new arrivals Previously I recommended LEAs to learn about refugees and their journey. It is similarly crucial for immigrants and refugees to learn more about LEAs. I believe this can be achieved through a short class. Although SLCPD do offer such classes, there should be more options for short one day seminars made for new arrivals. These classes should be strongly encouraged and promoted by service providers and LEAs. A lot of immigrants and refugees may not even be aware that these educational resources exist. Through a short simple class like this, immigrants and refugees will learn about the appropriate etiquette needed when colliding with a police officer. Furthermore, this can allow immigrants and refugees to contact the police without hesitancy when facing cases of crime and discrimination. • LEAs attending more community events and increased interaction LEAs need to attend more events where the two parties can openly interact. LEAs should initiate conversations and showcase a positive presence. Whenever an event occurs within certain immigrant communities, whether that’s cultural or religious, LEAs 28 should be encouraged to attend and learn. This increased interaction will build a better understanding, alleviate fears, and encourage positive behaviors. • LEAs get familiar with community leaders I recommend that LEAs build a close relationship with different community leaders. These community leaders are a key element to reach the greater population which they represent. It can be challenging to hear each and every voice, however, the main concerns can be recognized through a community leader. This way LEAs can efficiently stay up to date with obstacles immigrant and refugee communities are experiencing, and discover more suitable solutions. CONCLUSION This study discovered the challenges which hinder a strong positive relationship between LEAs and immigrants. Since LEAs are a significant part of society that strive to practice successful community policing, strengthening rapport between the two creates a safe and comfortable environment, ultimately benefiting the integration process. Although this study focuses on LEAs, it can be extended to all members of society. It is crucial for immigrants to feel safe and welcomed, so that they live productively and flourish. Refugees especially, who often come from rough backgrounds that have seen a cycle of discomfort. This cycle can finally come to an end, and their children can grow up without worrying for their safety. Immigrants would also be prevented from becoming prey to illegal practices and discriminatory legal practice. All members of society must realize that discrimination or exclusion toward immigrants only makes them feel discouraged and fearful. 29 LEAs have the ability to promote comfort and safety. I encourage both LEAs and immigrant SPs to consider any of the recommendations this study has to offer, such as distributing a resource with easy on-the-spot contact to interpreters. This can prevent huge miscommunication errors, especially when it comes to legal or technical conflict. It would also be extremely beneficial for LEAs to teach a section on refugees within their diversity training, so that officers will be able to have more effective communication with those who have refugee backgrounds. Similarly, a class or one day seminar about LEAs should be strongly encouraged and promoted for immigrants to learn U.S. laws and appropriate behavior when engaging with police. This study strives to spread awareness to different members of society about the struggles of immigrants and their relationship to LEAs. I would highly suggest that LEAs consider implementing the practices this study recommends, or ones which are similar. 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