Women from all walks of life: how the Glendale community came together to celebrate International Women’s Day

Glendale Middle School, at 1430 W. Andrew Ave. in Salt Lake City, hosted community members for a celebration of International Women’s Day on March 7, 2020.

Story and photo by IVANA MARTINEZ

Women from all nationalities dressed in their own traditional garments took to the Glendale Middle School cafeteria floor in Salt Lake City on March 7, 2020, to celebrate the annual International Women’s Day. 

The women dotting the dance floor swayed back and forth clapping to the music. They cheered on one another in vibrant headscarves and textiles embracing each other in the name of womanhood. 

“As you can see most of these women [are] dressed in their traditional clothing, they want to embrace their true identity and who they really are. And they want to be recognized and to have a voice,” said Fatima Dirie, the refugee community liaison from the Salt Lake City Mayor’s Office. 

The official International Women’s Day is celebrated annually on March 8, which is meant to acknowledge the political, social and economic accomplishments of women all over the world. According to the New World Encyclopedia, the day commemorates women who took to the streets in 1911 to demand voting rights, better wages and shorter working hours. 

The event was sponsored by the United African Women of Hope (UAWH) and co-sponsored by the Utah Refugee Connection, Salt Lake City School District, Department of Workforce Services Refugee Services Office and the Mayor’s Office. 

United African Women of Hope is an organization that started in 2004 after a local woman died in Salt Lake City. 

 Antoinette Uwanyiugira, UAWH organizer, told Voices of Utah the group initially consisted of refugee women who came from the Congo. Now the group works with women from all nationalities.  

“We all manifest the same. It doesn’t matter where you come from, where your background [is], what your religion is. We have the same issues,” Uwanyiugira said.

The organization hosts workshops on topics including domestic violence and substance abuse. United African Women of Hope receives support from the Utah Refugee Connection.

Amy Dott Harmer of the Utah Refugee Connection said the organization helps local refugee communities come together and gather. She mentioned one of the reasons it gets involved is because most refugee groups are learning how to plan an event, especially events that involve the general community.

“Well, I think one of the important things is we’re a much better community,” Harmer said about the women who came together to celebrate International Women’s Day. “When we invite people of different faiths, different cultural backgrounds to come and be involved because then we have a much better understanding of each other.” 

According to the 2017 report by the Kem C. Gardner Policy Institute, approximately 60,000 refugees live in Utah. The vast majority of refugees reside in Salt Lake County and represent countries such as Somalia, the Democratic Republic of Congo, Syria, Iraq, Vietnam, the former Soviet Union and Burma.

A Celebration of Cultures

A handful of dance groups came to Glendale Middle School, located at 1430 Andrew Ave. in  Salt Lake City, to celebrate their country’s traditional dances as a part of the women’s day celebration. 

Evelyn Cruz, who is from Mexico and currently studies at Granger High School, arrived with her dance group to perform traditional Mexican dances such as the jarabe tapatío. 

Evelyn Cruz and her friend dancing the jarabe tapatío at Glendale Middle School on March 7, for International Women’s Day.

She said it feels good to see others who are celebrating their cultures through dance.

“I feel proud, especially seeing others dancing and moving,” Cruz said. 

Fatima Dirie, the refugee community liaison, said how unique these types of events are for women of color. She mentioned how it can be difficult to be the only woman of color in a space that is predominantly white. 

“In today’s event, you actually see women from all walks of life and so the more we’re able to insert ourselves in these different spaces, the more people are going to appreciate diversity and include diversity at the table,” Dirie said, “allow these women to actually be on boards of commission, take a leadership role and allow them to not really be limited to only being mothers because we can do more than that.”  

Dirie mentioned how women can multitask and occupy multiple positions. She said women are more than one identity marker. 

But barriers still exist. Gender pay gap and gender inequality in leadership positions affect women — and particularly higher for women of color. 

According to the Institute For Women Policy Research, women of all major racial and ethnic groups earn less than men of the same group, and also earn less than white men.  

This is why International Women’s Day is still celebrated today — to shed light on issues women continue to face and to celebrate women for how far they have come. 

Dirie said it is important to have allies in the community who can support women on issues such as health care. She said one way to do that is to allow women to talk and men to listen. 

“Once you listen you start understanding and you start realizing you’re not listening just to respond,” Dirie said, “but you’re listening to sort of understand why these women had to go through those challenges, and how they can overcome those challenges.”

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Glendale/Mountain View Community Learning Center broadens early childhood educational opportunities

Story and photos by ELLIE COOK

Within the streets of the western neighborhoods of Salt Lake City, Navajo Street stands out because it is not your typical neighborhood block. Sitting in between Mountain View Elementary and Glendale Middle School lies the Community Learning Center. A place with a plethora of services for the locals, it also houses the Salt Lake City School District Early Childhood Program (ECP). For decades, the ECP headquarters has sat within the main district building in downtown Salt Lake City. However, moving the office has allowed easier access for families, and assisted in a significant expansion of classrooms and various educational opportunities.

The community center offers various education options for children and their families. More hands-on curriculum has been introduced, which allows the parents and children to learn together.

The program is recognized by Utah State Office of Education as a High-Quality Program. Though the district provides early childhood programs across the Salt Lake Valley, it centers its attention toward Title-1 schools. As time went on, the program became more needed, but that caused overcrowding. Families were being turned away because all classrooms were at the maximum of 18 kids. This left financially strapped parents with few other options. “Families require some type of care/schooling for their child. Preschool programs are much more productive than throwing their child in a daycare,” said Ann Cook, former director of the ECP. So, what could be done to provide for more families?

After much contemplation and planning, in 2012 the  board of education decided to construct a 30,000-square-foot facility to serve the west-side community and house the headquarters for the early childhood program.

Cook and her colleagues helped oversee the construction to assure the center provided a beneficial layout for their classroom and office needs. This included more/larger classrooms, garden beds, larger playgrounds, and appliances such as sinks, toilets and water stations that accommodated 3-4-year-olds. Lastly, it allowed the ECP to create a spacious office area to serve the community. “Moving our office from the main district building allowed us to assist our patrons much easier by making it more accessible for families who live on the west side,” Cook said.

By 2013, the dream center had become a reality. Since then, the ECP has been able to assist many more families and host various programs. The center has occupied multiple pre-kindergarten (half-day and full-day) classrooms, four kindergartens, and a Head Start room for infants.

The center sits between Mountain View Elementary and Glendale Middle School. There are various services offered within the center, including a public kitchen, a food pantry and dental office.

With the sudden growth of classrooms needing occupants, the expansion opened the doors for employment as teachers and paraprofessionals were in short supply. “We are a pretty amazing program with wonderful teaching staff. Our teachers are dedicated to supporting the students within our district,” said Teacher Specialist Robyn Johnson. Usually, classes have one teacher and one paraprofessional. Many of them are bilingual, mainly in Spanish and English. The ECP recognizes that it serves a large Hispanic community and therefore needs to ensure everything is communicated correctly, and respectfully. This applies to the classrooms and the main office. Communicating in more than one language is essential in a classroom setting, especially if English is not the child’s first language.

With such success with this center, this leaves room for potential expansions for the ECP. “We would love to provide more opportunities for pre-k. Families have asked for more full-day opportunities and we have been able to add a few more sites to meet their requests. Ideally, we would love funding for universal pre-k to support all families,” Johnson said. Currently, due to financial constraints, families are forced to pay on a sliding scale.

Three community learning centers are now operated at Mountain View/Glendale, Liberty Elementary (formally known as Lincoln Elementary), and Rose Park Elementary. However, the facilities are not as expansive as the one at Glendale/Mountain View. The district has already begun planning for the construction of even more community learning centers. These expansions would hopefully be able to grant more space for the ECP. Until then, Salt Lake City School District early childhood programs remain at other schools in the Salt Lake area. If interested, families may still register per usual.

How to Enroll?

Registration for the 2020-21 school year begins Feb. 26, 2020. Visit the website or call 801-974-8396.

 

Arts education empowers Salt Lake City

Story by PALAK JAYSWAL

Salt Lake City is home to a growing art scene. Whether it be intricate murals that color the sides of buildings or exhibitions and galleries, there is something for all art lovers. 

Many of the artists on the west side of Salt Lake City use their art as activism, teaching people about their culture through their work and educational experiences. Activists and artists find their path in several different ways, but increasingly on the west side, education seems to direct them.

Jennifer Mayer-Glenn, the director of University Neighborhood Partners (UNP), a program dedicated to bringing greater civic engagement to the west side, has seen the impact of art education. Working with organizations like the Mestizo Institute of Culture & Arts (MICA), Mayer-Glenn said, “Art is a way to connect with the community.”

One example of such impact is featured in the 2020 issue of “Community Voices,” the UNP magazine. A group of 10 youth artists participated in an art residency where they collaborated on the creative process. The result is a mural located at Sugar Space Arts Warehouse that explores the theme of cultural identity. One of the lead artists on the project, Ruby Chacón, holds an art legacy here in Utah — and she has experience with using her artistic voice for activism. 

Art as Activism

Chacón graduated from the University of Utah with a degree in fine arts. She credits her education as a catalyst to create art. “The experience of growing up in Utah as a person of color was kind of what informed my work,” Chacón said in a phone interview.

Yet she never imagined she’d become a teacher. After a negative experience with a guidance counselor in high school, who repeatedly told Chacón she would never graduate, the last thing on the artist’s mind was to become an educator.

Ruby Chacón posing next to one of her murals. Photo courtesy of Ruby Chacón.

It wasn’t until Chacón had her own son and had to think about what kind of educational experience she wanted for him that she understood she was in a position of great power. “I realized I need[ed] to go back and change from the ground up what needs to be changed in schools,” Chacón said. “I wanted to be the teacher that some kids might not have.” 

More than that, she wanted to execute in her teaching and art what she didn’t receive as a child: representation and a listening ear. “My whole experience of living in Utah and going through the school system and not seeing myself in books we read, images we saw — they did not represent me,” Chacón said. “For the longest time, I thought we were immigrants because that’s what everyone told us.”

Chacón wants to take control of her cultural narrative and show young kids they are allowed to dream and create art. When the dominant narrative is one that doesn’t include someone who looks like you, it has a lasting impact. Paying it forward is the next step to addressing this issue. 

Chacón’s TRAX Mural. Located at the Jackson\Euclid TRAX station, 850 W. North Temple. Photo courtesy of Ruby Chacón.

“It’s really important that they can see themselves reflected in a positive, dignified way to counter those narratives that are very poisoning to their identities,” Chacón said. She now teaches middle and high school art in a different state. As the co-founder of MICA, she still speaks fondly of the mission and organization: “It brings an insider’s perspective to share their voice through their art. It purposefully resides on the west side.” 

Education Empowers Artists 

Miguel Galaz, another west-side artist, didn’t realize he could pursue art as a career until he reached higher education and took an oil painting class at Salt Lake Community College. Eventually, he discovered the power of art and activism during a backpacking trip through Mexico and Central America, which helped his art career take off. 

“I was exposed to a lot of different cultures that were just fascinating,” Galaz said in a phone interview. “We went to a lot of Mayan ruins, we were just drenched with different colors, textures, food and music throughout the whole trip.”

This cultural deep dive is what led Galaz to understand what he wanted to present with his art. “I was born in Mexico, but raised over here (Utah). I sort of felt like an identity struggle of not belonging. So going on this trip made me feel connected with my identity and the richness of my culture,” he said.

In 2015, when a friend asked him to do a piece for a restaurant located in West Jordan, Utah, he wasn’t expecting controversy to occur. The experience shook Galaz to the core, but it was another pivotal moment.

Miguel Galaz’s mural in West Jordan. Photo courtesy of Miguel Galaz.

“It made me realize the power of art,” Galaz said. “How applying paint to a wall in a certain way to really impact people can move them.” This idea led to the creation of Roots Art Kollective. “We wanted to do something for our communities,” he said. “To inspire people to want to learn more.” 

Chacón and Galaz are just two of many examples of artists who believe in the power of  art education for students. On the west side, this education can lead to community, creation and connectivity. As Jennifer Mayer-Glenn, the director of University Neighborhood Partners put it, “Art is a way to express repression and oppression.” 

 

Mestizo Arts and Activism Collective — 13 years later

Story and photo by ALISON TANNER

What began as a safe space for youth to discuss different topics and concerns, has become an engaging and creative platform for young students to take action in their community. In over a decade, the continuously blossoming program is impacting many in the Salt Lake Valley.

Mestizo Arts & Activism Collective (MAA) was co-founded in 2007 by Caitlin Cahill, David Quijada and the late Matt Bradley, remembered as a powerful force in the community for change. These activist researchers were working on several different documentary projects relating to race in schools, immigration issues, and in-state tuition for undocumented citizens.

Along the way, they met with various youth who were passionate about social issues and wanted to get more involved. With a little bit of funding and a big commitment to addressing these topics in a safe space, the MAA was born.

Over a decade later, Caitlin Cahill reflects on the collective’s progress. “It’s so beautiful to see the way it’s developed. I feel humbled and inspired.” Although Cahill has since moved from Utah, she often comes back to visit. “It’s a space of activism, which is a key part of healing in this crazy world we live in.”

So how does it work? Each year, a diverse and intergenerational collective of young activists, artists and researchers work together to address urgent issues in the community. Nearing the end of the school year they work on a final project, created by a specific student or students, showcasing what they’ve learned throughout the year. Students have created everything from documentaries to murals.

MAA is a community partner with University of Utah Neighborhood Partners. UNP’s mission brings the community together by connecting the university and people in west-side neighborhoods with resources in reciprocal learning, action and benefit. As UNP proactively helps historically unheard voices, it acts as a convener, contributing to the decrease of barriers to higher education.

Various MAA mentors mentioned that the collective also provides the opportunity to connect with others and discuss topics that aren’t necessarily taught at school or in their homes.

Artwork serves as a key focus of the collective. Painting. Filming. Drawing. Speaking. Dancing. These young people are allowing others to see that activism is powerful and necessary, displaying it through words, colors and sounds.

Over the last decade there have been significant losses in art education, due to the No Child Left Behind Act of 2002. UNP Director Jennifer Mayer-Glenn mentioned that when the focus shifted to helping students achieve higher skills at math and science, arts education fell to the wayside.

“Many communities relate so much to music, visual art and dance. It is hugely important,” Mayer-Glenn said. “Art is a way to express oppression and repression.”

Although it begins with high school-aged students, the MAA has created an impact with far-reaching effects. With an initiative to help youth find opportunities and remove barriers to higher education, many who began in MAA are giving back, sustaining a successful cycle of change.

MAA members pose for a photo at the Marmalade Branch of the Salt Lake City Library. Pictured from left to right is Caitlin Cahill, Yair Marin, Elizabeth Estrada-Murrillo, Jarred Martínez, Sharay Juarez, Itzél Nava, and Leticia Alvarez Guitérrez.

“MAA is a space where it’s developed and centered around high school-aged youth, but it’s where our leadership has come from. They have a different role, like myself, but we’re all still involved,” said Jarred Martínez, who serves as the MAA advisor with UNP in conjunction with the U. Martínez said that much of where he is today is due to his connection with MAA.

Itzél Nava is a student at the U and a former member of MAA. At a young age, she thought she’d never attend college. She now serves as an MAA mentor, regularly meeting with the students and providing her leadership to the collective.

“Whenever someone asks me to tell them about MAA, I tell them it’s a program that caters to west-side students.” Nava added, “You always hear about the east-side schools and their resources, but now we’re showing everybody what’s happening and what amazing things our students are doing here.”

Amazing things is right. In 2008 to 2010, an ethnically diverse group of student researchers began the “We Live Here” project. Calling attention to the complexity of multi-ethnic/cultural neighborhoods that are often overlooked, students engaged in oral history and research to document the value and contributions of their community. They wanted to challenge assumptions about the west side, creating a multi-layered interactive community history map.

Another student mentor, Yair Marin, has been involved with the program since his sophomore year of high school in Salt Lake City. Of MAA, he said, “It’s especially rewarding because it’s intergenerational. You could call it a second family.”

Marin also said that there have been various instances where students came to the leaders for personal help. Being a mentor allows them to create meaningful bonds that continue long after students have graduated from the program.

Leticia Alvarez Gutiérrez, MAA faculty advisor, said students who participate in MAA while in high school receive university credit for attending 85% of the program. This serves as yet another way that Mestizo Arts & Activism removes barriers for students of minority backgrounds to receive higher education.

“I think for me the most important thing is getting to know who these young people are. It’s a sacred space. We all hold very strong relationships,” Gutiérrez said.

The collective meets every Monday and Wednesday at Mary W. Jackson Elementary school. A full archive of its projects is included on the website. Though MAA is a small organization, the colorful tapestry of its impact is larger than life, as it reaches many in Salt Lake City and beyond.

“Activism is more than protesting. We all want to live in a better world,” said Cahill, MAA co-founder. “This space is creating the world that we all want to live in.”

Planting a seed: how to grow your own educators in Salt Lake City

Elizabeth Montoya, left, writing a note about an event to Maricela Garcia, who is pictured with her daughter Karen Sanchez Garcia at the Glendale Mountain View Community Learning Center at 1388 Navajo St., Salt Lake City.

Story and photo by IVANA MARTINEZ

The concerto at the Glendale-Mountain View Community is ongoing. It begins with a chorus of students shuffling to class, kissing their parents goodbye at the early morning drop-offs and continues several hours after school finishes. And it wouldn’t be possible without the orchestra of people who ensure the children get the resources they need. 

With severe teacher shortages in Salt Lake City, the University of Utah’s Neighborhood Partners has teamed up with schools around the west side in Salt Lake City to address this issue through the program Grow Your Own Educators (GYOE). 

According to the Grow Your Own Educators 2018-19 annual report, the program provides a framework for parents and community members to teach at Title 1 schools. Title 1 schools are defined by Salt Lake City School District as schools that have a high concentration of low-income students who receive federal funds to assist in meeting students’ academic needs. 

According to the report, GYOE has been working closely with a cohort of 12 paraeducators from Salt Lake City School District during the 2018-19 school year.

The program has paraeducators participate in eight training sessions once a month where they sit down and study topics that correlate with Utah state standards. 

Paraeducators can be found in the halls of Mountain View Elementary School reading with students. They can be found in the Glendale Middle School helping teachers in their classrooms. Or, they can be found at the Community Learning Center (CLC) in the kindergarten rooms. 

Ruth Wells has been a paraeducator for the last five years. Wells’ pathway into education began with a desire to be involved in her children’s lives. “I wanted a way of being home when they were home,” she said. 

“I decided that helping a teacher in a classroom would be the perfect way of still being a part of education,” Wells said, “while still being able to take care of my kids the way I wanted to take care of them.” 

For other paraeducators, like Myrna Jeffries, a teacher who migrated from the Philippines, becoming a paraeducator was a way to continue her career here in the United States. Jeffries was recruited one day while walking around the neighborhood by Elizabeth Montoya.

Jeffries began working for only a few hours a week until she asked to take on more responsibilities at the school. JShe began going to the CLC and into the elementary school to assist teachers and help students. 

The most challenging aspect of the work, Jeffries said, is communicating with the students. According to the Utah Department of Health, one in seven Utah residents speak another language, and one-third speak English less than well. Communication barriers are often present for community members at the CLC, but Jeffries said she works around that by using body language to overcome the barrier. 

The Beehive 

Most people in the community know family-school collaboration specialist Elizabeth Montoya, who has worked at Mountain View Elementary for the last 16 years. On most days, students and parents will see Montoya riding on her large blue tricycle around the Glendale area carrying food or binders in her rear storage basket for a program. Montoya recruits parents or members around the community to come in and help out with activities occurring at the Glendale-Mountain View Community. 

Montoya’s specialty is acting as the community’s megaphone. She ensures families know about opportunities and programs that are offered. Her job is connecting parents to resources that help them partake in their children’s education, or advance  their personal and career ambitions. Montoya creates connections with parents and informs them about programs such as GYOE. 

“That’s what we want,” Montoya said. “We want to educate people in the community.”

If Glendale were a hive, Montoya would be the queen, said CLC Program Director Keri Taddie. Montoya has worn many hats throughout the years and created educational opportunities for parents, such as Padres Comprometidos. The program connects Latino parents to these schools by providing a pathway to invest in their child’s academic success and continue their own as well. 

“They’re our children and we should invest in their school too,” Maricela Garcia said in Spanish. She began volunteering at the CLC when her oldest daughter started preschool years ago. 

“I would go help the teacher check homework or have the kids read with me,” Garcia said. 

Although she isn’t currently a paraeducator, she actively engages and participates in the Glendale-Mountain View Community. 

Language barriers haven’t stopped her from volunteering either. Despite the fact that she didn’t speak English at the time, she had students read to her in English. Garcia then began coming to the community meetings at Mountain View Elementary even before her daughters began attending the school. 

Garcia, who is currently taking a leadership class at the CLC, wants parents to know about resources available for their children. She wants them to feel empowered to learn about their options — whether they have legal status in the United States or not. 

A leading obstacle, Garcia told Voices of Utah, is that Latino parents don’t have adequate information about post-secondary education. She said many of them don’t believe it’s possible for their children to go to university because they don’t have scholarships. 

With programs such as GYOE, there are pathways for parents, young adults and community members to have access to new professional development in their lives. Because many paraeducators come from various backgrounds with education, the initiative grants access to paraeducators to work toward teacher licensure.  

“Many students can keep studying. And there are many opportunities for everyone,” Garcia said. 

The importance of the community background is pivotal to the Glendale community, which has a high concentration of students from diverse backgrounds. An understanding of a student’s culture provides context to support and foster their educational pathways. Because many of the paraeducators come from within the community, it establishes a unique understanding of how the community works. 

“I think that we’re always trying to pull back from that part of the community,” CLC Program Director Keri Taddie said, “and bring those strengths into the school because they have relationships and cultural knowledge and community knowledge that we don’t always have.”  

The Glendale community doesn’t run by itself. It’s an entire ecosystem composed of volunteers, parents, educators and paraeducators who prioritize education and make sure that students are benefitting from the educational system.  

“Sometimes people say, ‘Oh thank you for all you do,’” Montoya said as she shook her head. “No. We do it together. I don’t do it myself.” Montoya recalled a saying from her mother about a community of bees and how it takes a whole beehive to make a lot of honey. 

Latinx organizations forge alliance in support of sexual violence survivors

Story and photo by JASMINE BARLOW

 Comunidades Unidades/ Communities United (CU), a Latinx empowerment organization, and the Salt Lake City-based Rape Recovery Center (RRC) have forged a community partnership to heal survivors of sexual violence.

Established in 2016, the partnership is dedicated to providing comprehensive education, community resources, and professional services to support and empower survivors, particularly of Latinx identity. Weekly meetings, specialized trainings, policy negotiations, and coalition building are essential for long-term development and impact.

Barlow_RRC

Art installation project at Rape Recovery Center at 2035 1300 East in Salt Lake City.

According to the National Intimate Partner and Sexual Violence Survey, 50% of Latina women will experience an episode of sexual violence in their lifetimes. Nearly 20% of Salt Lake County residents are Latinx. Staggering statistics, an emergence of Utah’s “minority-majority” demographic, and a tumultuous political climate, particularly immigration rhetoric and policy, are primary motivators for the partnership’s formation.

Stephany Murgia, director of education and outreach at RRC, is hopeful for the future of the partnership, while acknowledging advocacy and healing of Latinx survivors poses a myriad of challenges. “Sexual violence is a huge issue for all communities, more specifically in vulnerable communities,” Murgia says. “The most pressing issue [being] that Latinx survivors are underreporting at higher rates than any other group.”

Murgia says she believes the hesitation of reporting stems from a paralyzing fear of authoritarian backlash and possible deportation, as many victims are undocumented. “If you are undocumented choosing to report to the police or get state funding for victim reparations, police are not supposed to ask about [immigration] status. However, this isn’t always the case,” Murgia explains. “When people see [RRC’s] name, they think we are affiliated with law enforcement.” RRC honors and abides by confidentiality, and wants this precedent to be potential clients. “We will never turn them over to authorities or violate their trust,” she says.

Mayra Cedano, Department of Justice representative and Comunidades Unidades community engagement manager, provides immigration services and advocacy, and is deeply invested in the partnership’s success. Serving as a liaison to local government organizations and councils, Cedano is continually pushing for workplace rights and dignity, particularly Latinx and immigrant women facing workplace harassment. She recognizes limited language options in the community and limited availability of interpreters may de-incentivize survivors to seek help. “What is that telling [people of color] and other groups? What message are we sending to [Salt Lake City]?” Cedano wonders.

Daunting as these challenges may be, Murgia and Cedano are looking forward with optimistic vigor. Murgia reports: “We have seen significant growth in outreach, with Latinx backgrounds making up 30% of clientele.”

To mitigate the language gap, RRC is launching a Spanish speaking-only training for volunteers. Meetings are held on a weekly basis at the Mexican Consulate, allowing opportunities for networking, workshops, and connecting with community resources. Getting involved with No Mas, a domestic violence prevention campaign can also be helpful.

Overall, Murgia and Cedano both urge for a call to action, an essential ingredient for solidarity and effective peace building.

Utah’s air: Not good for what ails you

Inversion

Brace yourself — The inversion is coming. This is the text of a bumper sticker.

Story and photos by SARAH SAIDYKHAN

On July 24, 1847, Brigham Young and the Mormon pioneers of what is now The Church of Jesus Christ of Latter-day Saints arrived on the outskirts of the Great Salt Lake Valley looking for a new place to corral their wagons and set up camp. The church’s archives state that as Young gazed over the vast and barren land sprawled out before him, he said, “This is the right place.”

City View

Salt Lake City.

Nowadays we know that what Brigham Young was looking at were massive mountain ranges surrounding a desert-valley landscape. This mountain range design creates a makeshift bowl that protects the valley from strong winds and other harsh elements. Along with adventurous recreation, the mountains assist in creating high- and low-pressure systems that trap toxic particulate matter in the air during winter inversions and smoke-filled haze pollution resulting from possible summertime fires.

Kellie McCleve lives in the southern end of the Salt Lake Valley and is a mom to five kids under the age of 14. From her home, she is able to see the smog pollution that covers the Valley. She said, “Sometimes the sky’s so gross you can’t see anything but like, a yucky, brownish haze. It covers the whole Valley.” McCleve said that when she takes her kids into the city, she has a mask for each of them to wear. “It’s so gross! We shouldn’t be breathing that in. No one should be breathing that in.”

Smog Lake City

Light haze covering the Salt Lake Valley.

But every day, hundreds of thousands of people do breathe it in. McCleve said that when she moved, the inversions were something she could see from a distance. But now she knows her home was never actually immune. “I worry because when we moved out of the city, I really thought we escaped it, we didn’t. We just see it now from a distance. It’s always around us but it’s worse down in the Valley.” McCleve believes that no one person can fix the depleted air quality and for now, she continually looks for ways to lower her carbon footprint saying, “We’re all responsible for the problem and that means, we’re all responsible for cleaning it up. If we don’t, we’re all in trouble.”

Today, Utah is home to over three million people and the Kem C. Gardner Policy Institute projects that by 2065, Utah will be home to roughly six million people. Even as the state grows more diverse, there is still an environmental justice divide visible in the Valley.

The east side houses a predominantly white population. One can usually find new and remodeled schools and readily available public transportation. There are pricey coffee shops every few blocks and multiple grocery stores within walking distance where residents can purchase organic, fresh fruits and vegetables. The east side of the Valley also sits at a higher elevation and in a way, overlooks the west side. But even at higher elevations, the air is still filling with particulate matter from emissions, just not at the same levels as what accumulates in the air down on the Valley floor.

West Side Industry

Westside industry.

The west side of the Valley houses a large majority of Utah’s lower-income families. There’s more diversity in the communities and predominantly, most people of color live on the Valley’s west side. Grocery stores are spread miles apart from residents, creating food deserts, and there’s a significant lack of public transportation. Instead of coffee shops and farmers markets littered throughout the neighborhoods, there are factories, refineries and major transportation, and trucking hubs all contributing to the air quality.

With the depleted air quality in the Valley, who is affected the most? Anthony Sudweeks is one of the principals at Wallace Stegner Academy (WSA), located on Bending River Road on the west side of the Salt Lake Valley. The school offers a free, college preparatory education for grades K-8. With over 600 students, the majority of kids attending WSA are Hispanic, students of color and/or from low-income families who reside in the neighborhoods surrounding the school.

Sudweeks said he is asked by parents frequently, “Can you keep all the kids inside for indoor activities?” As much as he wishes that were possible, it’s not a reality. A few days of inside play are OK, but kids need to run and expel their energy so they can pay attention and learn while the teacher is instructing. Instead of packing hundreds of energy-filled kids in a crowded lunchroom like sardines in a can, the school adheres to strict guidelines on how the red, orange and yellow days are handled.

utahblueskyslc

A “green day” in Utah.

Sudweeks said, “On red days, no kids play outside. On orange and yellow days, students with asthma or heart conditions, who have to have a doctor’s form filled out, don’t go outside.”

The school uses one of the state’s outdoor air quality monitoring websites to decide who or if any students go outside during the orange and yellow days. “There are air testing monitors that the state funds all over the place,” Sudweeks said. “There’s one about two blocks from here.” He and the other employees at WSA are vigilant in making sure that the kids are not outside when the inversions are happening and when the air quality monitors show that any unnecessary exposure to the air would not be safe.

WSA checks the air quality website multiple times daily because, even though the weather is not the culprit, the pressure systems may change from morning to afternoon. But Sudweeks said, “It’s not really dependent on the weather. High- and low-pressure fronts can change it, but the air quality’s not very unpredictable. It’s predictable. In the morning we know what it’s going to be like in the afternoon, it doesn’t randomly change. It doesn’t predict green and turn into a red.”

Sudweeks did say that during the winter inversions the forecast will sometimes show a yellow day in the morning, but by the afternoon it will have turned into a red day. Those days, he said, “It’s a constant check, constant.”

An inversion builds, trapping pollution.

The area of WSA is surrounded by four major freeways. Sudweeks explained that the neighborhoods around the school are some of the worst polluted spots in the state when it comes to bad air quality. So, why knowingly put a school in an area that suffers from some of the most polluted air in the state? “Because this is where our students live,” Sudweeks said. “This is Glendale, and most of our students live in Glendale. If we moved the school somewhere else, what we’d be saying is, these kids don’t deserve a good charter school.” Glendale is a suburb of Salt Lake City and according to Statistic Atlas, roughly 40 percent of the population living there is Hispanic.

Sudweeks quickly affirmed, “This is their neighborhood and these kids absolutely deserve to have a great school in their own neighborhood.” He said that one of the reasons why the school’s location was decided was “to make sure that the kids living in some of the most polluted and lower-income parts of the city still have access to the best education possible.”

Sudweeks explained the environmental justice issues the school and area are facing. “It’s a nationwide phenomenon where the lower the income neighborhoods are, the more likely they are to live in bad air quality. Nearer to freeways and industrial areas.” He said that’s also particularly true in Utah. The area is economically growing and with that growth brings large diesel-fueled trucks, more traffic, congestion and, overall increased pollution.

Winter Smog

Eastside winter smog — University of Utah’s family housing.

Sudweeks also ran for state legislature in 2018. One of his platforms was Utah’s air quality, more specifically, the air quality monitors and their need to be updated. He said, “They need about $3 million invested into them because they’re falling apart. The session before the last, they voted to not put any money into them and this last session they put $1 million. But they are in desperate need of upgrades on the monitors themselves.”

Sudweeks said he feels like the majority of the legislature just doesn’t care because it would mean truly facing the air pollution problem. “They just pretend like it’s an issue we have no control over, which is not true.” Sudweeks said the state could completely move to Tier 3 fuel, which is low in sulfur and according to the EPA, reduces carbon dioxide emissions into the air.

Sudweeks said the state is also needing a revamp of the public transit system to meet the needs of the people. “Buses don’t get people on public transits, trains do,” he said. “We’re a big enough county where we could justify a large investment into public transits. Because of our air quality needs, we have no business not investing heavily in public transits.” Sudweeks referenced the recent legislature and said, “No money for public transit, but a lot of money for widening and expanding roads.”

He said Utah’s inversions give residents a false sense of security in believing the air is only bad when inversions are happening. A large study by Harvard T. H. Chan School of Public Health agrees. The study found that EPA standards may not be strict enough in preventing premature deaths from air pollution. The research showed that if particle pollutions in the air could be lowered by roughly 10 percent, the death rates of people 65 and older would be lowered, possibly saving 7,000 to 10,000 lives each year.

Hazy City

Haze building over the Salt Lake Valley.

Improvements to the air quality in Utah have been made over the years. Technological advancements created cars that run on natural gas and batteries. Electric vehicles, trains and buses are carrying more people around the Salt Lake Valley, reducing the need to get in a gas-operated vehicle for a quick drive to the store. More homes are being powered through renewable solar energy, and in general, more people are aware of the issues of air pollution and what contributes to it. Still, with all the improvements, there is a visible racial divide when it comes to air we breathe.

Rep. Angela Romero represents Salt Lake Valley’s House District 26. She is also one of the many advocates fighting for clean air in Utah. Of the roughly 39,000 people living in her district, almost 60 percent are Hispanic and people of color.

Romero said in a phone interview that when the topic of air pollution comes up, people have to realize there’s more to it than just air pollution. “There’s an environmental justice concern for those affected the most.” The EPA recognizes environmental justice as the fair treatment of all people regardless of race, color, national origin, and income with regard to the development, implementation, and enforcement of environmental laws, regulation, and policies. This means that every person living has a right to a fair and meaningful life and protection from environmental and health hazards. This is not the case for hundreds of thousands of people living in the most polluted parts of the Valley bowl.

Romero said, “Most working-class communities and communities of color, live in areas that are more industrial, so they’re going to be exposed to more toxins in the air than others.” She and her colleagues are looking at the intersectionality of all issues facing people of color and marginalized communities. “We’re not looking at how they collide and how they displace people, it’s how they all work together,” Romero said.

As the Valley becomes denser in population, Utahns must continue being vigilant in finding and implementing ways to stay ahead of the added pollution. Romero said, “It’s kind of hard for us to solve the problem if we’re not coming up with innovative ways to address it [air pollution].”

Public Transportation

Riding public transit lowers dependence on fossil fuels.

Cleaning up the air is not a one-person job. It’s everyone’s job to work together to make it better. Romero said that a lot of time people want to put all the blame on industry and other heavy air polluters. But, she said, “We don’t look at ourselves and what small things we can do when we’re looking at air quality and energy. How do we play a role in that? What are some practices that we can change in our own lives?”

Romero said she’d like to see the state focus on using more renewable energy sources like adding roof-top solar panels to all state-run buildings and offering higher discounts to homes using solar panels. Businesses and homes can also update their heating and air-conditioning units to function more efficiently. Romero said it comes down to all residents making the commitment to change the habits that are contributing to the depleted air quality.

Utah has over 200 sunny days a year. Roof-top solar is an important investment for Utah’s future economy. More importantly, using a 100 percent renewable and clean energy source can help to improve the long-term health of all residents.

In the Salt Lake Valley’s mountain landscape environment, there will always be air pollution concerns. “We have inversions,” Romero said, “and they’re never going to go away, but what can we do to be more proactive, so we don’t make them worse?” Romero said that people can make little changes like taking public transit. Even though it may take a bit longer to get somewhere, plan for it and make it part of the routine. Walk or ride a bike if only going short distances and carpool whenever possible. The more we drive, the more we’re creating dirtier air with our cars. Romero said, “Getting people out of their vehicles and onto public transportation is a great way to start.”

Bikes are readily available around the city.

About the future of Utah’s air quality, Romero said, “We’re trying to be more proactive. We’re looking at inversions and air quality and we’re looking at it more from a public health perspective.” She also said, “If we truly want to change the route we’re going, we have to reevaluate systems that are in current existence. It’s not only about communities of color and marginalized communities. It’s about us as an entire community.”

Romero said all it takes are small changes in everyday routines to help improve air quality. Any day is a great day, to start a new and healthy habit.

To make improvements to Utah’s air quality, follow the CLEAN AIR plan:

C: Carpool whenever possible
L: Limit cold starts on cars and combine trips
E: Engage in clean air advocacy
A: Access public transportation
N: Navigate smog ratings and engine types
A: Avoid unnecessary commutes
I: Idle less or not at all
R: Ride a bike or walk when possible

To learn more ways to help clean up Utah’s air, visit the Utah Department of Environmental Quality, Utah Department of Health, or Air Now.

 

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Latinas discuss the mixed messages of cultural beauty standards

Story and photos by BRITT BROOKS

For some Latinx American women, the beauty industry has been a beacon of inspiration, color and expression. But for others the cultural standards of beauty can be exclusive — even discriminatory  — and spur insecurities.

Jasmyne Magaña

Jasmyne Magaña is a 20-year-old student at the University of Utah studying political science. Magaña’s mom is white and her dad is Mexican. Though she’s loved by both sides, she said she struggled to find an identity that wasn’t “too white,” in the eyes of her traditional Hispanic family.

Comments about her lack of jewelry or American accent when speaking Spanish discouraged her from feeling connected to the Hispanic culture, or like she belonged in it at all. “I’ve had to teach myself about it,” she said.

Though she’s fluctuated between feeling like she belongs in the Latinx sphere or not, Magaña has witnessed the inflexibility of Latin American beauty standards personally. She recalled being asked multiple times by her Hispanic family if she was a lesbian because when she was younger she didn’t like makeup and preferred to wear her hair up. “It’s influenced me more than I like to admit,” she said.

Classic gender roles play a big part in the overall culture of Latin America. They affect Latinx women by more or less putting them in a box, laying out guidelines for what men want. For example, the perpetual stereotype of the “Spicy Latina” bothers Magaña as it does so many other Latinxs. Women should not be fetishized for showing emotion or speaking their minds.

How culture influences beauty standards

Like Magaña, Kiara Grajeda-Dina, 19, has felt pressured by various beauty ideals for as long as she can remember. She identifies as Afro-Latinx and has Mexican, African, and Aztec lineage. Grajeda-Dina has lived in Utah her whole life but said she’s been surrounded by her Mexican family and friends, and immersed in local Hispanic culture, including panaderías and salons.

Grajeda-Dina said she’s fortunate to have a mom who taught her and her sisters to embrace all body types and skin tones as beautiful. Because she and her sisters are part black, their skin gets quite dark in the summer, something Grajeda-Dina said a lot of Latinxs avoid. However, their mom encouraged them to do whatever they wanted, like playing in the sun.

But the same can’t be said for the popular mentality in Latin America, which celebrates a very precise definition of beauty that all but excludes those with darker skin. In a lot of ways South American countries that have European influence, like Argentina and Colombia, tend to look down on neighboring countries that have large populations of indigenous people and people with darker skin, Grajeda-Dina said.

The beauty culture in Latin America focuses on having a specific blend of Hispanic and European features including lightly tanned skin, long styled hair, an hourglass figure, large light eyes and plump lips. Grajeda-Dina said these features are exceptionally popular in the aforementioned South American countries as well as Brazil, the Dominican Republic, and Venezuela.

Kiara Grajeda-Dina

The unrealistic balance that popular beauty demands just isn’t possible for a lot of Hispanics. Grajeda-Dina mentioned that the majority of Latina women have medium-to-dark skin tones, are short, curvy, and express themselves in many more ways than the oversexualized image of what they “should” look like, according to both Latin and American media.

As reported by Reuters, the global beauty industry is expected to reach a market value of $805.61 billion within the next five years, so it’s no wonder that women all around the world are surrounded by ads for makeup, hair, skincare and diet products every day.

The erasure of certain features like large noses, natural hair and dark skin combined with the underrepresentation of different body types in the media leads to a society that isn’t exposed to the different ways to be beautiful.

Even Latina role models like Jennifer Lopez, Sofia Vergara and Shakira often change their looks to be more marketable or desirable to an American and European audience. “It’s kind of hard to follow beauty standards of [Latinx] women who are still trying to follow American beauty with the pale skin and the long blond hair. It’s closer but it just isn’t it,” Grajeda-Dina said.

Grajeda-Dina remembered that as a young girl she had to actively search for characters that reflected similar features, skin tone, and culture as her own. She said that Disney’s “Coco” as well as “The Princess and the Frog” and “Moana” are examples of films that portray people of color in protagonist roles and also show their respective cultures accurately.

Grajeda-Dina said she’s happy her 3-year-old sister has opportunities to watch more people who look like her. “It’s super comforting because growing up I constantly had to go looking for stuff like that,” she said, “You would just have to wait for something to come out that was closer to something you could relate to.”

Discrimination within the beauty industry

The inner workings of the beauty industry aren’t perfect. Latinx people in all professions are sometimes the only person of color or the only Latinx at their job.

Grace Cordero, 20, has experienced this tokenization and how racial stereotypes and misconceptions can exist anywhere. Cordero is Puerto Rican on her dad’s side but said her father never knew much Spanish and didn’t focus on passing down the language.  She said her lack of Spanish didn’t really affect her until salon coworkers started treating her differently.

Like many hair stylists fresh out of school Cordero quickly started working at a salon to gain experience. The salon was close to her home in Bountiful, a suburb of Salt Lake City that is reportedly 88 percent white and mostly middle-to-upper class. As a result of the town’s demographics, the vast majority of clients and stylists at her job were white and only spoke English.

Working at that salon had its ups and downs, but Cordero started noticing a pattern. She said she realized that because she’s Latina her coworkers were giving her a disproportionate number of Hispanic walk-in clients. Cordero wasn’t upset about helping Latinx clients, but the fact that she was cutting their hair solely because she is Latina put her in an uncomfortable position.

Grace Cordero at the salon Forget Me Knot.

“Just because they’re Latin doesn’t mean they should have to only go to Latin people,” Cordero said about the walk in clients whom she ultimately couldn’t help any more than her white coworkers. After multiple incidents in a row she said she came close to filing a report.

The anxiety that can accompany a language barrier was only strengthened when the clients also expected her to speak Spanish. Cordero was the butt of jokes about Latinas who can’t speak Spanish — something both she and Magaña said can be frowned upon by a lot of people in Latinx communities and families.

Cordero’s coworkers didn’t seem to understand that her role as the salon’s Spanish-speaking stylist didn’t fit reality. “They think you’ll be able to figure it out,” she said. “It doesn’t matter if you know I’m Puerto Rican, you shouldn’t be treating people different.”

Beauty and appearance can be sensitive topics because they’re often extremely personal. Cordero said the salon not only disregarded her as an individual but the Spanish-speaking clients as well. “Communicating a haircut just isn’t the same,” she said. “There isn’t much room for error.”

Now Cordero is working at a different salon called Forget Me Knot, one that respects her as a stylist and doesn’t treat her like their token Latina.

Cordero, Magaña and Grajeda-Dina have experienced the competing messages of Latinx and American beauty culture and overcome discrimination and insecurity. In their own ways, each woman said what isn’t Latina enough for some is too Latina for others. They’re adamant that Latinx women can create their own definition of beauty.

 

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Suicide isn’t a “one-size-fits-all”

Story and gallery by KOTRYNA LIEPINYTE

“When I was 13 years old, I tried to commit suicide.”

Illiana Gonzalez Pagan, a member of the U.S. military, struggles to discuss her teen years. She thinks back on the time where she could have been one of the 628 people who commit suicide every year in Utah. Pagan was, however, a part of another scary statistic.

Pagan was part of the 3,280 kids who were taken to the hospital for self-inflicted injuries. “I found myself cutting skin to feel decent,” she says. “And now, I cover those scars with tattoos.” Pagan traces her red-lined tattoos on what used to be her scars. She smiles sadly.

Her red tattoos match the colors of her scars. Pagan’s story is a lucky one. In 2017, over the course of 12 months, the Youth Risk Behavior Survey reported that 9.6% of Utah high school students attempted suicide one or more times. Unfortunately, 5 percent of these students were not so lucky and succeeded in their attempts.

Chelsea Manzanares, a graduate assistant working in the Center for Ethnic Student Affairs (CESA) at the University of Utah, analyzes the Utah struggle via a conversation through email. “Unfortunately, conversations surrounding mental health are still heavily influenced by the presence of stigmas,” she says. “Mental health was not previously understood the way it is now, and these stigmas are the remnants of a history of violence and discrimination. Many people choose not to talk openly about mental may still hold onto these beliefs, which can ultimately become a barrier in seeking care.”

Pagan agrees, reminiscing on a conversation with her mother. “I just remember, as a child, telling my mama that I was really sad. And I remember her saying I have nothing to be sad about and that was that,” Pagan states. The misunderstanding and lack of communication surrounding mental health is what builds the barrier Manzanares discusses.

Especially in West Valley City, where the Hispanic culture is strong. “Culturally,” Pagan begins, “it’s not really OK to be sad. My mama used to compare sadness to a mosquito and always told me that I can just swat it away and forget about it.” Pagan laughs before saying, “Well, that mosquito kept coming back, mama.”

Manzanares also touches on the rising rates of suicide in minority populations. “It’s important to have a conversation on intersectionality, and what that means in a mental health context,” Manzanares begins. “When we are studying these rates, we have to take into account these conditions and interactions that can impact one’s well-being. Grasping this concept helps us better understand what changes (systematically, individually, etc.) need to be made in order to help the mental health status of these communities.”

In an article for The Conversation by Kimya N. Dennis, she writes that African-American, Hispanic and American Indian suicides have historically been “more misclassified than white suicide.”  This means that when deaths are reported, often times, Hispanic deaths are rarely classified as suicides. This inaccurately represents data that shifts societal attitudes toward suicide.

The barrier between cultures also creates an obstacle difficult to overcome. Kim Valeika, a mother, sheds light on the situation. “I grew up hiding things like this from my mom,” she says. “And I am working super hard to make sure my daughters don’t feel the same way. I want them to be able to talk to me about it, openly.”

Manzanares agrees. “Peer support can be so much more than just providing communities with those tools for education and awareness,” she says. “The sense of comfort, acceptance and support that can be found within a community itself is huge in buffering against adverse mental health outcomes.”

All three women said one thing in common: depressive thoughts and suicidal tendencies must be taken seriously in order for there to be any change.

Although mental health is certainly a public health concern in Utah, it remains a taboo subject. The culture in the state is typically conservative, and upholds many stigmas. Relevant mental health resources also tend to be limited and inaccessible to those who are most in need, creating additional barriers. In order for mental health to be at the forefront, more resources need to be invested in educating the public and supporting the validity of this field.

Manzanares’ work in CESA tries hard to build upon this concept. It offers a free Stress Support Group for underrepresented students on campus. The environment is friendly, welcoming, and confidential, in hopes of offering students a safe space to go and open up about inner battles they might have.

Although Utah struggles with the scary suicide statistics, the discussion about mental health has increased. Resources are slowly becoming more and more available as well as tips for recognizing a struggling person. If a person needs help, health.utah.gov reports to listen without judgement and guide them to talk about their past.

Manzanares encourages students to visit CESA, or the University of Utah Health Center.

“Just talk to someone,” Pagan says. “Anyone is better than no one. Just getting it out there allows people to give advice that maybe you never thought of. Just get it out.”

 

 

Latinx businesses in the Salt Lake City area

Story and gallery by IASIA BEH

Utah’s demographics are rapidly changing.

Not only has Utah’s population grown the fastest in the country in the past 19 years, but the number of people of color who live in Utah has also ballooned in recent years. The Latinx community, in particular, has grown nearly 15 percent between 2010 and 2016, according to the U.S. Census. This coincides with Utah’s growing economy, adding 115 percent more Latinx businesses from 1997-2015.

Alex Guzman, the president and CEO of the Utah Hispanic Chamber of Commerce, located at 1635 S. Redwood Road, has a couple ideas as to what the reasoning behind the population growth could be. One, that Latinx families are more likely to have more children than white families. And second, internal immigration.

“Internal immigration is one of the reasons,” Guzman said. “When the lives turn tough for the immigrant community in Arizona, Nevada and California, they move up.” He said people are moving from nearby cities such as Phoenix and Las Vegas to West Valley City, where they can find goods and services in Spanish. 

Rancho Markets is an example of one of these services. Founded in 2006, the stores are run by Latinx individuals and the signs are displayed in Spanish.

Está cerca de donde vivo,” said a mom, Rosa, at the 140 N. 900 West location. Through a translator, she said that the store is close to where she lives and it’s convenient.

Looking at a map of Salt Lake City grocery stores, most are on the east side, leaving the mostly brown west side to go to fewer stores such as Rancho Markets. This is a positive if you are catering to only Latinx individuals as there would almost be a monopoly, but breaking into the white market has proven to be difficult.

There are many reasons why that is. One is the fact that many Latinx people haven’t been taught how to run a business in the first place. The Utah Hispanic Chamber of Commerce, however, is looking to fix this discrepancy.

“[Utah Hispanic Chamber of Commerce] created a program we call the Business Academy,” Guzman said. “In partnership with colleges and universities, every single 10 weeks we start a new program where we train the Hispanic business community on how to do business in the U.S.”

Another benefit of the program is that it helps its attendees learn English. The language barrier can be a huge hurdle when expanding markets to serve communities that don’t speak Spanish.

“Currently we are teaching these classes in Spanish,” Guzman said. “But little by little we are turning the switch from Spanish to bilingual, and bilingual to monolingual. English is the language of business. If they insist to work and serve just to serve Spanish customers, they have a roof in their businesses because we are just 17 percent of the population.”

Programs like these show that there is a cultural shift happening in the state but it still is a majority English-speaking, white area. But with the way that demographics are swinging and with the booming Latinx business economy, the Latinx community will continue to grow in Utah. Maybe, in a few years, English-centered businesses will have to learn Spanish in order to stay competitive. Until then, the Utah Hispanic Chamber of Commerce will be there to make being an entrepreneur a reality for Latinx individuals.   

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