O RANGE C OUNTY
W RAPAROUND : C ULTURAL &
L INGUISTIC C OMPETENCE P LAN
A FRAMEWORK FOR DEVELOPING AND INCREASING
CULTURAL AND LINGUISTIC COMPETENCE OVER TIME
Submitted by Lauren L. Josephs, PhD, LMHC, NCC on behalf of the
Cultural and Linguistic Competence Committee
TABLE OF CONTENTS
TABLE OF CONTENTS .........................................................................................................................2
Background ..........................................................................................................................................3
Overview of Orange County .......................................................................................................3
Racial/Ethnic and Linguistic Diversity in Orange County ....................................................4
Orange County Schools ..................................................................................................................4
Primary Countries of Origin for Immigrants Residing in Orange County .......................5
Disparities in Mental Health Treatment ....................................................................................6
Factors Contributing to Disparities in Mental Health Care...................................................7
Impact of Language on Consumers and Service Providers .................................................8
The importance of Cultural and Linguistic Competence in Improving the Mental
Health System of Care ...................................................................................................................9
Cultural Humility ...................................................................................................................... 10
Language Access ..................................................................................................................... 11
Training ...................................................................................................................................... 11
Statement of Philosophy .................................................................................................................. 12
Mission ........................................................................................................................................... 12
Vision .............................................................................................................................................. 13
Values ............................................................................................................................................. 13
Purpose of the Cultural and Linguistic Competence Plan ...................................................... 13
Cultural and Linguistic Competence Plan for Wraparound Orange ...................................... 15
PARTICIPANT ORGANIZATIONS: .............................................................................................. 15
POLICY AND GOVERNANCE LEVEL .......................................................................................... 16
ADMINISTRATION/MANAGEMENT LEVEL ............................................................................... 18
YOUTH/FAMILY LEVEL ................................................................................................................. 21
APPENDIX ........................................................................................................................................... 23
Page 2 of 27
ORANGE COUNTY WRAPAROUND: CULTURAL &
LINGUISTIC COMPETENCE PLAN
A FRAMEWORK FOR DEVELOPING AND INCREASING CULTURAL AND LINGUISTIC
COMPETENCE OVER TIME
BACKGROUND
Overview of Orange County
ORANGE COUNTY is located in Central Florida, and is the one of the largest
and fastest growing metropolitan areas in the state. The county encompasses
1,004 square miles, 13 municipalities, over 40 unincorporated areas, and is the
home to over 1million residents. According to the US Census Bureau (2010), over
the past decade, Orange County’s population has increased by over 190,000
people or 21.2 %. This rate surpasses the 16.2% growth- rate for Florida. Over
the past decade, there was tremendous urban sprawl which reduced some of
Orange County’s rural population. Today, Orange County has approximately
97% urban and 3% rural
Figure 1: Location of Orange County with the state of Florida
Page 3 of 27
Racial/Ethnic and Linguistic Diversity in Orange County
Over the last decade, Orange County’s population has grown increasingly
diverse. Today 1 in 4 residents (25%) of Orange County speaks a language other
than English at home. The population breakdown as provided by the American
Community Survey (2009) of the US Census Bureau is as follows:
Table 1: Population of Orange County by race and Hispanic or Latino origin
White Persons
71.7%
White persons not Hispanic
48.9%
Black persons
20.9%
American Indian and Alaska Native persons
0.5%
Asian persons
4.7%
Native Hawaiian and Other Pacific Islander
0.2%
Persons reporting two or more races
2.0%
Persons of Hispanic or Latino origin
25.7%
As Orange County becomes a more racially and ethnically diverse community,
the need for culturally and linguistically appropriate services becomes
increasingly evident. With the changing demographics, and the increasing
numbers of individuals who speak a language other than English at home, it is
vital that service providers are adequately prepared to meet the needs of the
clients they serve.
Orange County Schools
The Orange County public school system is the 11th largest district in the nation
and is the fourth largest in Florida. In 2009, the Orange County Public School
system served more than 175,000 students in 180 schools. These students
originate from 212 countries and speak 166 different languages and dialects
(https://www.ocps.net/Documents/pocketfacts2009.pdf ).
Page 4 of 27
Primary Countries of Origin for Immigrants Residing in Orange County
According the US Census Bureau, 2005-2009 American Community Survey just
under 1-in-5 individuals in Orange County (18.4%) is foreign-born. As shown
below in Figure 2, the top 7 countries from which foreign-born residents of
Orange County emigrate are Haiti, Mexico, Cuba, Jamaica, Columbia, Vietnam,
and Dominican Republic. Spanish is the primary language of four of the top
seven countries. Additional languages are French/Haitian Creole and
Vietnamese. Of the seven countries previously mentioned only one (Jamaica) is a
country where the official language is English. However Jamaicans are
culturally very different from the African-American category in which they are
most commonly placed.
25
20
15
Orange County
10
Florida
5
0
Figure 2: Most Common Places of Birth for Foreign-born residents of Orange County, FL
A comparison of foreign-born and American born residents of Orange county
including socio-economic indicators is included as an appendix.
Page 5 of 27
Disparities in Mental Health Treatment
The field of Mental Health service provision, even more-so than other areas of
medicine and health, is plagued by disparities with access to and availability of
services (Mental Health: Culture, Race & Ethnicity, 2001). It has been clearly
demonstrated that racial and ethnic minorities have less availability and access to
mental health services, and often receive lower quality of care (Surgeon General’s
Report on Mental Health, 1999). In the current system of care, cultural
competence is often an afterthought. On many occasions, the rights of
individuals with limited English proficiency are violated. Violations abound in
situations when ad hoc approaches, rather than systematic approaches are
utilized to meet the needs of the culturally and linguistically diverse populations.
Another concern is that the mental health system has not kept pace with the
diverse needs of racial and ethnic minorities. Minorities are often under or
inappropriately served (Surgeon General’s Report on Mental Health, 1999). The
mental health system of care, has historically failed to incorporate respect or
understanding of the histories, traditions, beliefs, languages, and value systems
of culturally diverse groups (Mental Health: Culture, Race & Ethnicity, 2001).
Failure to understand or interpret behaviors has led to disastrous consequences,
including improperly placing minorities in the criminal and juvenile justice
systems.
Another problem with the current system of care is the more frequent rates of
misdiagnoses among minorities. This results in a higher burden of disability in
minority populations. For instance, depression is frequently under-diagnosed
among African Americans, while schizophrenia is more likely to be overdiagnosed among African-Americans. Furthermore, physicians are less likely to
prescribe appropriate medications including antidepressant or antipsychotic
Page 6 of 27
medications to African American consumers who need them (President’s New
Freedom Commission on Mental Health, 2004).
Factors Contributing to Disparities in Mental Health Care
A variety of factors have been shown in prior research to contribute to disparities
in health (including mental health) care. Some of these factors include reduced
access to health care, lack of health insurance coverage, poverty, socioeconomic
status (SES), race, area of residence, and age have all been associated with health
disparities (House and Williams, 2000; Williams and Collins, 1995; Hayward et
al., 2000; Smedley et al., 2003; Jackson, 2005; Browning and Cagney, 2002; Arcury
et al., 2005; Alliance for Health Care Reform, 2003; House et al., 2005; Asch et al.,
2006; Williams, 2005; Agency for Health Care Research and Quality [AHRQ],
2004; Farmer and Ferraro, 2005; Kitagawa and Hauser, 1973; Link and Phelan,
1995; Phelan et al., 2004). Figure 1 highlights some of these factors which
Wraparound Orange will seek to address as it works to reform the system-ofcare for youth and families in Orange County, FL.
Page 7 of 27
Poverty
Lack of Diversity
in the (Mental)
Health Care
Workforce
Poor
Client/Provider
Communication
Discrimination
by Providers
Limited English
Proficiency
Mental
Health
Disparities
Low Health
Literacy
Area of
Residence
Distrust of the
Mental Health
System
Discrimination
by Providers
Lack of
Insurance
Figure 3: Factors Contributing to Disparities in Health & Mental Health Care
Impact of Language on Consumers and Service Providers
Issues of language and culture affect not only consumers but also providers of
services. Providers view mental health, assessment, diagnosis and intervention
Page 8 of 27
for disorders from their own frames of reference. Overall, the existing mental
health system of care has not received sufficient training and support in cultural
competence. Numerous providers are insufficiently prepared to serve culturally
diverse populations. This is compounded by the fact that there is an
underrepresentation of racial and ethnic minorities in the mental health
workforce. The journey towards cultural and linguistic competence is a nonlinear, multi-level process which is often complex. With the rapid growth in
minority populations, disparities will intensify if they are not systemically and
urgently addressed. Such a journey involves interactions both at different levels
within the system but also strong partnership with and involvement by
community and other social service agencies.
The importance of Cultural and Linguistic Competence in Improving the
Mental Health System of Care
The cornerstones of the new mental health system of care in Orange county
Florida are the youth, the families and the community partners. Wraparound
Orange is facilitating this process of change by ensuring that there is
transparency and communication throughout all facets of the system of care. A
multi-faceted approach is being undertaken to ensure that the needs of our
population of focus will be met. All processes are reviewed for cultural and
linguistic competence. This includes everything from the selection of the
evidence-based intervention to the interviewing process utilized for the
evaluation process. A cultural and linguistic competence committee was
convened to oversee the review processes important for the design and
implementation of services in Orange County.
All cultural and linguistic
competence committee members will receive ongoing training on various aspects
of cultural and linguistic competence. The aim is to utilize these ambassadors of
cultural and linguistic competence to assist with the diffusion of information
Page 9 of 27
across the system of care. Ongoing training will also be made available to all
providers of care.
Tools utilized to improve the delivery of services to youth and families in Orange
County include those listed in Figure 2. Wraparound Orange recognizes that
Culture is dynamic and not static. Therefore it is impossible for providers to
know all things about all cultures. Instead of lists of characteristics and practices
of cultures, which can lead to stereotyping, the cornerstone of our approach to
cultural and linguistic competence will be to encourage the practice of Cultural
Humility.
Cultural
Humility
Language
Access
Ongoing
Training
Figure 4: Subset of Elements being utilized to improve the delivery of culturally and linguistically
appropriate care.
Cultural Humility
According to Tervalon and Murray-Garcia (2007) cultural humility is a lifelong
process of self-reflection and self-critique. This approach is not an examination of
Page 10 of 27
the client’s belief system, but rather the provider’s careful examination of their
own assumptions and embedded beliefs which impact their encounter with the
client. In this model, the most serious barrier to culturally appropriate serviceprovision is not a lack of knowledge of the details of a client’s culture but instead
the providers' failure to develop self-awareness and a respectful attitude toward
diverse points of view. One key aspect of cultural humility is respect. Respectful
relationships will be developed through the utilization of a strength-based
approach, and client-centered interviewing styles.
Language Access
Given the very diverse population in Orange County, providing culturally
appropriate care requires the improvement of language access. Language
barriers can inhibit LEP persons or non-English speakers’ access to necessary
services. Recognizing the need to improve communication and interaction with
LEP persons is critical for advancing equal access to mental health services. LEP
persons and non-English speakers have difficulty accessing mental health care
due to the myriad of linguistic challenges they encounter. Language Access is an
agency’s or organization’s efforts to make its programs and services accessible to
non-English speakers or people with Limited English proficiency (LEP).
Wraparound Orange will utilize a variety of approaches to improve language
access. This will include:

Utilizing Bi-lingual, bi-cultural service providers

Utilizing qualified interpreters

Translating documents
Training
Cultural competence occurs on a continuum. The development of culturally
appropriate skills is ongoing and never occurs in an isolated training. While
Page 11 of 27
ongoing cultural competence training is important, it is not by itself sufficient to
produce change. As such, the process of infusing cultural competence in the
system of care includes both ongoing training but also equitable policies,
culturally appropriate curricula and interventions, and culturally relevant
curriculum, culture brokers, and most importantly, the involvement of family,
school, community partnerships.
STATEMENT OF PHILOSOPHY
Wraparound Orange is committed to providing culturally competent services.
We are working to ensure that the philosophy of embracing cultural and
linguistic diversity permeates all levels including youth and family, practitioner,
administrative and policy/governance. Culturally competent services are
required from both employees and contract-providers. Department documents,
including policy and procedures manuals are being reviewed and updated to
emphasize the value and commitment that is placed on meeting cultural and
linguistic needs and to also assist in program and service planning and design.
Beginning in 2011, the Cultural and Linguistic Competence Committee will
periodically review documents to ensure they accurately reflect the Wraparound
Orange’s philosophy and standards. The overall philosophy of the Wraparound
Orange is to reduce disparity through culturally competent service provision that
is family driven and youth guided.
Mission
The mission statement of Wraparound Orange is as follows:
Wraparound Orange provides a family-driven, youth-guided and culturally competent
system of care for children with emotional health needs and their families. Community
partnerships and shared responsibility are the foundation of a service delivery model that
is comprehensive, easily accessible and respectfully preserves the dignity of every family
serves.
Page 12 of 27
Vision
A community of children and families who are well equipped to deal with the stressor of
life and live empowered, independent, healthy and productive lives.
Values
Family driven, youth guided, culturally and linguistically competent, strengths-based,
individualized, integrated, comprehensive, competent respectful, outcomes and evidencebased.
Purpose of the Cultural and Linguistic Competence Plan
Below is the first draft of the Cultural and Linguistic Competence Plan for
Wraparound Orange. The Cultural Competency Plan is a “living” document
that provides a framework for developing and increasing cultural competency
over time. The Cultural Competency Committee drives and facilitates this plan.
The Cultural and Linguistic competence plan seeks to establish new standards
and criteria for the entire Wraparound Orange System of Care, and utilizes a
systematic and developmental approach to working toward achieving cultural
and linguistic competence. The plan is intended to assist the Mental Health
system of care in moving towards the goal of zero mental health service
disparities in racial, ethnic, cultural, linguistic, and other unserved/underserved
populations. It is a living document and will continually be assessed and
updated to better meet the needs of the youth and families in Orange County.
As new staff are hired and trained and services implemented, the CLC plan will
be expanded to include the following categories:
1. Staff Ethnicity by Function
a. Administrative/Management
b. Direct Services
c. Support Services
d. Interpreters
Page 13 of 27
2. Bilingual Staff by Function and Language
3. Staff Proficiency in Reading/Writing another Language by Function and
Language
Page 14 of 27
CULTURAL AND LINGUISTIC COMPETENCE PLAN FOR WRAPAROUND ORANGE
PARTICIPANT ORGANIZATIONS:
Orange County Youth & Family Services, Lakeside Alternatives, Department of Children & Families, Orange County Public Schools, Florida Hospital, Visionary
Vanguard Group, Early Learning Coalition, Health Council of East Central Florida, Jewish Family Services, Heart of Florida United Way, Human Services Associates,
Intervention Services, Center for Multicultural Wellness & Prevention, Intervention Services,
Page 15 of 27
POLICY AND GOVERNANCE LEVEL
Role/Responsibility: Develop a governance structure, leadership and infrastructure supports required to deliver or facilitate the
delivery of culturally and linguistically competent care.
Action Steps
1.1 Identify, recruit and select members of the governing body and CLC
Committee that are reflective of the population of focus (including
informal and formal cultural leaders, faith-based communities, youth
representatives and family members)
1.2 Create and/or revise the mission statement to affirm support of a
CLC perspective to governance, management and service delivery
1.3. Develop criteria for reviewing existing policies to ensure that they
support the development and implementation of culturally and
linguistically competent system of care
1.4. Develop, review and update the Cultural and Linguistic Competence
Plan
Time Frame
Person(s) Responsible
Project Director,
Ongoing
CLC Coordinator
Benchmarks
Completed
CLC cmte identified and
meets on a monthly basis; 3
youth and family members
present at each meeting
Completed
In Process
Committee Chairs
CLC Coordinator
Criteria Developed and
accepted by CLC committee
and Project Director
Committee Chairs,
In Process
Project Director
1.5. Conduct an annual organizational CLC self-assessment
June 2011
1.6 Allocate adequate specific funds to support activities related to
cultural and linguistic competence, including funding the CLC
coordinator position.
In
Process/Ongoing
1.7 Develop a communications policy that will ensure an effective,
consistent, and bimodal flow of information between the system of care
and community stakeholders (inclusive of those stakeholders
representing the diversity of the community) including family members
and youth.
In Process
CLC Coordinator, CLC
Committee
100% of organizations
providing direct services will
complete CLC assessment
Project Director
Evaluation Advisory
Board
85% of Stakeholders satisfied
with flow of information
Page 16 of 27
1.9 Develop formal partnerships, MOU’s, MOA’s, etc. with cultural
community agencies, faith-based entities, traditional cultural providers,
and other culturally-relevant organizations.
April 2011
1.10 Conduct annual demographic analysis and needs assessment.
July 2011
1.11 Develop policy for reimbursement of services provided by youth
and families on boards, committees, advocacy, outreach and the
development of services..
In Process
Social Marketing
Committee, Project
Director
CLC Coordinator,
Evaluation Advisory
Board
100% of participating
partners have signed MOUs;
Broad partnerships reflecting
the needs of the community
Written report of results
Project Director,
Management Team
Page 17 of 27
ADMINISTRATION/MANAGEMENT LEVEL
Role/Responsibility: Develop an organizational structure, administrative guidelines and system of evaluation to ensure that
effective, efficient, accessible and high quality services are provided to the population(s) of focus. This section refers specifically to
Project Directors, Clinical Directors and other SOC administrators.
Action Steps
2.1. Organize cultural and linguistic competence committee and
provide with the authority to monitor service delivery
2.2. Assess and modify the physical facility to reflect the
population of focus, to be welcoming, clean and attractive by
providing cultural art, magazines, refreshments, etc.
2.3. Services are located geographically such that they are
accessible and acceptable to the population
2.4.Recruit youth and their families reflecting the diversity of the
service population to actively participate in the development
and evaluation of the service array
2.5. Conduct annual organizational cultural and linguistic
competence self-assessment
Time Frame
Person(s) Responsible
In Process
Benchmarks
Committee convened
Completed
September 2010
In Process
Project Director,
75% of the population of
focus can receive services
in
Project Director,
Sign in sheets reflect
parent/youth involvement
April 2011
Ongoing
Lead Family Contact,
Youth Coordinator
June 2011
Community Partners,
Report detailing results
CLC Committee
2.6 Develop and implement a continuous quality improvement
plan and customer satisfaction survey process.
Ongoing
Evaluation Advisory
Board
CQI manual
2.7. Assess the linguistic capacity and needs of service providers
and support staff.
Ongoing
CLC Committee, Youth
& Family
Written reports
2.8 Review and modify job descriptions to include requirements
for development of cultural knowledge and cross-cultural
practice skills
Ongoing
CLC Workgroup, Project
Director; Youth &
Family
Updated job-descriptions
Page 18 of 27
Action Steps
Time Frame
Person(s) Responsible
Benchmarks
2.10.Provide training in cultural and linguistic competence to all
personnel, including support staff/ OR Establish a CKC training
program inclusive of an overview training for all staff and
tailored trainings for staff based on job function and level of
knowledge and expertise
Ongoing
2.11 Develop a line-item in the annual budget that is specifically
dedicated to the development and continued support of
culturally and linguistically competent services, as well as for
outreach, engagement, social marketing, cultural events, etc.
Completed
Project Director
Funds Allocation
2.12 Review and recommend culturally and linguistically
appropriate practice based evidence and appropriately normed
and standardized evidence-based treatments and practices,
including the need for appropriate cultural adaptations.
Completed
Evidence-Based
Workgroup, Clinical
Committee, CLC
Coordinator
Selection of evidencebased intervention
2.13 Hire culturally and linguistically diverse family members at
all levels of the system of care.
In Process
2.14 Provide specific training to youth and families reflective of
the diversity of the service population to ensure meaningful
participation at all levels within the system of care.
In Process
Lead Family Contact,
Social Marketing
Committee, Youth &
Family
2.15 Hire employees in key leadership positions and direct
service positions who reflect the populations of focus.
In Process
Project Director
2.16 Establish a plan for retention of diverse workforce; review
and revise as indicated
August 2011
All Committees
2.17Establish a plan to support supervisors and program
managers in their role to promote culturally and linguistically
competent service delivery on a daily basis; review and revise as
indicated
In Process
CLC Coordinator and
Committee, Project
Director
Completed
Sign-In sheets, PowerPoint
presentations
Employee file
80% of youth participating
in Youth Move
Page 19 of 27
PRACTITIONER LEVEL
Role/Responsibility: Implement outreach, engagement, assessment, diagnosis, treatment processes and procedures, and
support services which are responsive to and respectful of the family's racial and ethnic cultural traditions, beliefs, values, and
preferred language. This section refers to both clinical and non-clinical service providers.
Person(s)
Responsible
Action Steps
Time Frame
Benchmarks
Completed
3.1 Read and sign written agreement that CLC plan has been read,
and practices will be implemented within the designated time
period.
Varied; 30
Days of signing
contract 2011
Organizational
Leader
100% of organizations with signed
agreements.
3.2 Draft treatment/service plans which include the identification of
familial preferences for and availability of traditional healers,
religious and spiritual resources, alternative or complementary
healing practices, natural supports, bilingual services, self-help
groups, and consultation from culturally and linguistically competent
independent providers, except when clinically or culturally
contraindicated.
Varied: 30
Days after
opening case
Clinical Director
& Lead
Wraparound
Specialist
80% of files have documentation
referencing attesting compliance
with action step 3.2
3.3 Collect and enter child, youth and family data on race, age,
ethnicity and primary language of children, youth and families in
treatment records and within the management information system.
At intake
Intake Staff
100% of files will reflect accurate
demographic information
3.4 Organize and implement one community engagement and/or
outreach activity at least semi-annually to facilitate awareness of
mental health issues and services within the community.
Twice in 2011;
one date in
May
Management
Team & Social
Marketing Cmte
3.5 Attend cultural and linguistic competence education and training
on an annual basis at a minimum.
Comply with
CLC Plan
CLC Coordinator
90% of Staff involve in
Wraparound Orange will
participate in CLC Training
3.6 Develop goal related cultural and linguistic competence and
include in professional development plan for review during
performance appraisal process.
August 2011
Clinical Director
& CLC
Coordinator
90% of plans will be in compliance
(appropriate documentation will be
maintained in files)
Page 20 of 27
YOUTH/FAMILY LEVEL
Role/Responsibility: Provision of cultural information articulation of community strengths, identification of
community supports, and assisting in the development of collaborative relationships among the system of care;
providers; children, youth and families; cultural communities, and the community at large in ways that promote
cultural and linguistic competence.
Action Steps
Time Frame
Person(s)
Responsible
Benchmarks
4.1 Attend and participate in Cultural and Linguistic Competence
Committee meetings
Monthly Oct.
2010-Sept
2011
Lead Family
Advocate; Project
Coordinator
3 youth and 3 family
members will attend each
meeting
4.2 Review all pertinent written and oral and symbolic youth and
family materials (including consent forms, statement of rights forms,
posters, signs, and audio tape recordings) to ensure that they are
interpreted from the appropriate cultural perspective.
Ongoing
CLC Coordinator;
Clinical Director
90% of files will have
appropriate documentation
to reflect compliance with
action step 4.2
4.3 Participate in the process to identify and organize community
leaders and other stakeholders to design needs assessment data
collection instruments and implement data collection procedures in
collaboration with system of care staff.
Ongoing
Evaluation
Advisory
Committee
4.4 Participate in the development and delivery of cultural and
linguistic competency training activities including training in
evaluation methodology, as a component of staff development.
Monthly Oct.
2010-Sept.
2011;
Ongoing
CLC Committee
Committee will convene at
least monthly; Appropriate
documentation will be
maintained (sign-in sheets,
minutes etc.)
4.5 Identify and provide outreach to specific groups within the
community to engage in development and implementation of the
CLC plan, including emerging populations, faith-based
organizations, etc.
Ongoing
CLC Committee
Committee will convene at
least monthly; Appropriate
documentation will be
maintained (sign-in sheets,
flyers)
Completed
Page 21 of 27
Summary
The field of Mental Health service provision, even more-so than other areas of
medicine and health, is plagued by disparities with access to and availability
of services (Mental Health: Culture, Race & Ethnicity, 2001). It has been
clearly demonstrated that racial and ethnic minorities have less availability
and access to mental health services, and often receive lower quality of care
(Surgeon General’s Report on Mental Health, 1999). Issues of language and
culture affect not only consumers but also providers of services. Providers
view mental health, assessment, diagnosis and intervention for disorders
from their own frames of reference. Wraparound Orange is committed to
providing culturally competent services. While there is a great deal of work to
be done to infuse cultural and linguistic competence in the system of care,
what is accepted by the staff and stakeholders is that the status quo is not
effective. Over time, with the necessary training, practice of cultural
humility, the improvement of language access and holding staff and
consultants accountable for provision of culturally and linguistically
competent care, Wraparound Orange will transform the Mental Health
System of Care in our community.
Page 22 of 27
APPENDIX
Comparison of Native and Foreign-born Orange County Residents
Subject
Total population
Male
Female
Under 5 years
5 to 17 years
18 to 24 years
25 to 44 years
45 to 54 years
55 to 64 years
65 to 74 years
75 to 84 years
85 years and over
Median age (years)
One race
White
Black or African American
American Indian and Alaska Native
Asian
Native Hawaiian and Other Pacific Islander
Some other race
Two or more races
Hispanic or Latino origin (of any race)
White alone, not Hispanic or Latino
In married-couple family
In other households
Average household size
Average family size
Population 15 years and over
Total Native
1,062,344 866,793
49.7% 49.6%
50.3% 50.4%
7.5%
9.1%
17.4% 19.8%
10.4% 10.5%
32.6% 30.0%
13.6% 12.8%
8.9%
8.5%
4.8%
4.6%
3.3%
3.4%
1.2%
1.3%
33.2
31.0
97.7% 97.7%
65.0% 70.4%
19.5% 18.9%
0.4%
0.3%
4.4%
1.6%
0.1%
0.1%
8.4%
6.4%
2.3%
2.3%
24.4% 20.5%
49.7% 57.3%
55.4% 54.4%
42.7% 43.4%
2.66
2.52
3.24
3.12
840,495 655,534
Foreign
born
195,551
50.2%
49.8%
0.7%
7.0%
10.4%
44.0%
17.5%
10.8%
5.7%
2.9%
0.9%
39.1
97.7%
41.0%
21.9%
0.4%
16.9%
0.2%
17.3%
2.3%
41.8%
16.3%
60.0%
39.3%
3.21
3.60
184,961
Page 23 of 27
Subject
Never married
Now married, except separated
Divorced or separated
Widowed
Population 3 years and over enrolled in school
Nursery school, preschool
Elementary school (grades K-8)
High school (grades 9-12)
College or graduate school
Population 25 years and over
Less than high school graduate
High school graduate (includes equivalency)
Some college or associate's degree
Bachelor's degree
Graduate or professional degree
Population 5 years and over
English only
Language other than English
Speak English less than "very well"
Population 16 years and over
In labor force
Civilian labor force
Employed
Unemployed
Percent of civilian labor force
Armed Forces
Not in labor force
Civilian employed population 16 years and over
Private wage and salary workers
Government workers
Self-employed workers in own not incorporated business
Total
34.7%
46.8%
13.9%
4.7%
286,543
6.8%
44.9%
19.2%
29.1%
686,217
13.3%
27.7%
29.5%
20.4%
9.2%
982,247
69.1%
30.9%
12.6%
827,249
70.5%
70.5%
65.0%
5.4%
7.7%
0.1%
29.5%
537,954
85.2%
10.0%
4.7%
Native
36.9%
43.8%
14.3%
5.0%
257,283
7.4%
46.7%
19.1%
26.8%
526,132
10.8%
27.4%
31.2%
21.3%
9.3%
788,130
80.5%
19.5%
4.8%
643,413
69.6%
69.5%
64.0%
5.5%
7.9%
0.1%
30.4%
411,793
84.2%
11.2%
4.4%
Foreign
born
26.6%
57.4%
12.4%
3.6%
29,260
1.4%
29.1%
20.4%
49.1%
160,085
21.2%
28.7%
23.7%
17.5%
8.9%
194,117
22.7%
77.3%
44.4%
183,836
74.0%
73.9%
68.6%
5.3%
7.2%
0.0%
26.0%
126,161
88.5%
5.8%
5.4%
Page 24 of 27
Subject
Unpaid family workers
Management, professional, and related occupations
Service occupations
Sales and office occupations
Farming, fishing, and forestry occupations
Construction, extraction, maintenance, and repair occupations
Production, transportation, and material moving occupations
Agriculture, forestry, fishing and hunting, and mining
Construction
Manufacturing
Wholesale trade
Retail trade
Transportation and warehousing, and utilities
Information
Finance and insurance, and real estate and rental and leasing
Professional, scientific, and management, and administrative and waste management
services
Educational services, and health care and social assistance
Arts, entertainment, and recreation, and accommodation and food services
Other services (except public administration)
Public administration
Population 16 years and over with earnings
$1 to $9,999 or loss
$10,000 to $14,999
$15,000 to $24,999
$25,000 to $34,999
$35,000 to $49,999
$50,000 to $74,999
$75,000 or more
Male
Female
Total
0.2%
33.2%
19.5%
28.4%
0.4%
10.1%
8.5%
0.4%
9.0%
5.1%
3.1%
12.3%
4.9%
2.9%
7.7%
Native
0.1%
36.2%
17.6%
30.1%
0.2%
8.1%
7.8%
0.2%
7.2%
5.1%
3.3%
12.6%
4.9%
3.1%
8.1%
Foreign
born
0.3%
23.3%
25.5%
23.0%
1.0%
16.4%
10.8%
1.1%
14.8%
5.3%
2.4%
11.4%
4.8%
2.0%
6.1%
13.6%
14.3%
11.3%
16.1% 16.7%
17.1% 16.4%
4.6%
4.3%
3.2%
3.8%
380,626 292,668
2.0%
1.9%
5.1%
4.1%
20.2% 17.3%
21.4% 21.1%
20.5% 21.9%
16.1% 17.4%
14.7% 16.3%
39,722 42,721
31,843 33,455
14.4%
19.5%
5.5%
1.4%
87,958
2.5%
8.2%
29.9%
22.4%
15.9%
11.9%
9.2%
30,731
25,610
Page 25 of 27
Subject
Households
With earnings
Mean earnings (dollars)
With Social Security income
Mean Social Security income (dollars)
With Supplemental Security Income
Mean Supplemental Security Income (dollars)
With cash public assistance income
Mean cash public assistance income (dollars)
With retirement income
Mean retirement income (dollars)
With Food Stamp/SNAP benefits
Median Household income (dollars)
Average number of workers per household
Population for whom poverty status is determined
Below 100 percent of the poverty level
100 to 199 percent of the poverty level
At or above 200 percent of the poverty level
All families
With related children under 18 years
With related children under 5 years only
Married-couple family
With related children under 18 years
With related children under 5 years only
Female householder, no husband present, family
With related children under 18 years
With related children under 5 years only
Occupied housing units
Owner-occupied housing units
Renter-occupied housing units
Average household size of owner-occupied unit
Total Native
391,808 311,301
86.7% 85.5%
67,221 69,495
20.7% 22.3%
14,140 14,449
2.8%
2.9%
7,534
7,708
1.3%
1.2%
3,010
3,270
12.1% 13.6%
19,504 19,732
6.8%
6.6%
50,352 51,764
1.33
1.27
1,044,019 849,805
12.7% 12.6%
21.0% 19.7%
66.3% 67.7%
9.4%
8.5%
13.4% 12.7%
11.9% 10.4%
4.4%
3.4%
5.6%
4.0%
4.3%
1.9%
24.2% 23.9%
30.3% 30.2%
33.4% 32.2%
391,808 311,301
60.1% 60.7%
39.9% 39.3%
2.74
2.59
Foreign
born
80,507
91.5%
59,003
14.6%
12,312
2.3%
6,679
1.5%
2,177
6.5%
17,646
7.6%
45,402
1.60
194,214
13.0%
26.6%
60.4%
12.0%
15.3%
16.3%
7.7%
9.4%
11.0%
25.0%
30.4%
37.9%
80,507
57.7%
42.3%
3.34
Page 26 of 27
Subject
Average household size of renter-occupied unit
1 room
2 or 3 rooms
4 or 5 rooms
6 or 7 rooms
8 or more rooms
Median number of rooms
1.01 or more occupants per room
None
1 or more
No telephone service available
Linguistically isolated households
Owner-occupied housing units
Less than 30 percent
30 percent or more
Renter-occupied housing units
Less than 30 percent
30 percent or more
Total Native
2.54
2.41
0.9%
0.9%
11.5% 11.4%
36.9% 35.9%
32.1% 32.6%
18.6% 19.2%
5.5
5.6
2.6%
1.7%
5.8%
5.6%
94.2% 94.4%
7.8%
8.0%
7.6%
2.8%
235,367 188,893
62.0% 65.7%
38.0% 34.3%
156,441 122,408
44.4% 44.4%
55.6% 55.6%
Foreign
born
3.03
0.9%
11.7%
40.6%
30.4%
16.4%
5.3
6.2%
6.7%
93.3%
7.0%
25.9%
46,474
46.8%
53.2%
34,033
44.3%
55.7%
Source: U.S. Census Bureau, 2005-2009 American Community Survey
Page 27 of 27