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PROBLEM IDENTIFICATIONThe Maryland Office of Highway Safety saw the need to address diversity issues related to highway traffic safety. The Free State has a population of 5.3 million people, of which 28 percent are African American, four percent are Hispanic, and four percent are Asian. Historically, much of the State's emphasis on diversity has been directed at the large African American populations in Baltimore City and Prince George's County. Although ethnic diversity is an important issue, Maryland believes ethnicity is not the only form of diversity. On August 7, 2001 the Diversity in Traffic Safety Task Force kicked off. The task force focused on areas that include but are not limited to ethnicity (language and cultural barriers), age (young drivers, older drivers, and alternate forms of transportation for seniors), education level, and physical ability (handicap accessibility). GOALS AND OBJECTIVESThe goals of the Office of Highway Safety were to:
STRATEGIES AND ACTIVITIESDuring the planning stages for the first Task Force meeting, the following activities took place:
Individuals from a wide range of organizations and businesses came together, collaborated and shared a variety of interests in an effort to develop and promote a statewide diversity program. In the afternoon, there were five breakout sessions that focused on Impaired Drivers, Occupant Protection, Older Drivers, Pedestrian Safety, and Young Drivers. This breakout process emphasized inclusiveness by allowing participants to choose which program area would best fit their interests. |
RESULTSAs a result of the first meeting, the Occupant Protection group was tasked to present findings at the next meeting. Community assessments were used on a cross section of ages and income levels in an African American community in Baltimore City, a Hispanic community on the Eastern Shore, and a growing Russian neighborhood in Baltimore County. The assessment surveyed attitudes regarding seat belt and child safety seat use. The assessment results are being evaluated to in order to determine the programs and educational materials needed for those communities. The remaining breakout groups will continue using the same community assessment tool for future evaluation. |
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SPRING 2002 |