gentrification and belonging 431 final-3.ppt
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Forces of Change in Humboldt Park:Belonging and Gentrification
CHSC 431 Spring 2010 Group 1: Youth Wellness Anne Buffington, Jenilee Candari, Shannan Chehade,
Thomas Grieve, Brett Sloan, Katherine Swain
Assessment at two levels:◦ Partner high school◦ Larger HP community
How is community experience and belonging shapedby demographic housing and other trends?◦ How does this affect health and well-being?
Contextual factors◦ Demographic trends◦ Income diversity◦ Housing burden◦ Gentrification◦ Foreclosures◦ Other factors
Belonging and Gentrification
“Humboldt Park is an area of Emerging Bipolarity. Thenumber of both high and low-income families isincreasing. Fifteen of Chicago’s 77 community areaswith 22% of Chicago’s population fit this pattern.” (MetroChicago Information Center, US Census 2000 data)
“Bipolar communities, in general, areplaces with a great deal of contestedground” Metro Chicago Information Center
“A high housing burden is defined as any household spendingmore than 30% of its income for rent or mortgage payments.”Metro Chicago Information Center
Many agencies working on housing issues◦ Latin United Community Housing Association (LUCHA)◦ Bickerdike Redevelopment Corporation◦ Local Initiatives Support Corporation (LISC)
Other organizations focused on maintaining strongneighborhood culture◦ PRCC◦ Division Street Business Development Association◦ Humboldt Park NO SE VENDE! campaign◦ Many others
Quantitative◦ Youth wellness survey at partner school (n=107)◦ Existing youth wellness data review (YRBS, CPS Student
Connection survey)◦ Analysis of existing data through real estate and housing
mapping services Qualitative◦ Key informant interviews (n=8)◦ Content analysis of video from partner school◦ Participant observation: HP quarterly meeting at Bickerdike
Redevelopment Corporation 2/17◦ Participant observation: presentation of 2009 survey results at
partner school 3/24
Wellness survey given to students at partner school 4/13-4/15/10◦ n=107
Survey originally developed and administered in 2009 by Dr.Michelle Kelley and Lynne Klasko (UIC SPH)◦ n=104
Some questions taken from existing survey tools (YRBS, AddHealth, etc), others developed specifically for partner school
Two of our group members presented findings from 2009 survey fora partnership meeting with faculty and staff
Changes to survey in 2010◦ Several existing questions modified in response to student
feedback to 2009 survey◦ 4 new questions submitted by other CHS 431 groups◦ 1 LGBTQ identification question◦ 3 questions on eating habits◦ 2 questions on physical activity◦ 3 new questions added per suggestion of partner school
faculty/staff◦ In school experiences of discrimination (1 question)◦ Confidence in having tools needed to finish HS/College (2
questions)◦ Survey reformatted/reworded
Total number of questions =81◦ Demographics (6 questions)◦ School-specific questions (3)◦ LGBTQ identification (1)◦ Confidence in finishing high school and college (4)◦ Stress/depression “distress measures” (6)◦ Sleep (1)◦ Depression (1)◦ Flourishing measures (12)◦ Experiences of discrimination (2)◦ Coping strategies (10)◦ Experience with school (6)◦ Specific course at partner school (6)◦ Family (4)◦ Neighborhood (10)◦ Extracurricular participation (1)◦ Eating habits (3)
Analytical Approach: QuantitativeAnalytical Approach: QuantitativeAnalysis of Youth SurveyAnalysis of Youth Survey Specifically focused and analyzed questions
pertaining to community experience and belongingon Youth Wellness Survey
Using descriptive statistics, included measures ofcentral tendency and measures of variability aboutthe average
Used Youth Wellness Survey 2009 to compare to2010◦ Using inferential statistics to help deductions to be made
from the data collected and to relate findings to the HighSchool and Humboldt Park◦ Cross tabulation
2010
23%
77%
Students report a high level of confidence that they will finish highschool in 2009: 82% are very confident, and 18% are somewhatconfident
In 2010, 77% of students reported a high level of confidence, and23% of students are somewhat confident
2009
18%
82%
Very Confident Somewhat Confident
20108%
46%
46%
Very similar data reported in 2009 and 2010
2009
47%
41%12%
Very Confident
Somewhat Confident
Not Confident
How often were you treated unfairly
or with disrespect because of your
race or ethnicity?
3% 7%
17%
37%
36%
No response
Always
Usually
Sometimes
Never
35%13%
10%
42%
Very often (1 or more
times a week)
Often (1 or more times a
month)
Sometimes (A few
times in the past year,
but not every month or
every week.)
Never
Most research on health effects of discriminationfocuses on adults
Many studies have found a strong relationshipbetween perceived discrimination and poormental health outcomes, including depressionand anxiety
Other studies of adult populations have alsolinked perceived discrimination to healthproblems including high blood pressure, obesity,and substance use
Pascoe and Richman, 2009
74%
12%
7% 7%
Very often (1 or
more times a
week)
Often (1 or more
times a month)
Sometimes (A few
times in the past
year)
Never
35.90%
55.30%
5.80% 2.90%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Strongly
Agree
Agree Disagree Strongly
Disagree
20%
52.30%
14.30% 13.30%
0%
10%
20%
30%
40%
50%
60%
Strongly
Agree
Agree Disagree Strongly
Disagree
This class specifically focused on social justiceissues and concepts
How often did you feel that you had experiences that
challenged you to grow and become a better person?
5%
29%
28%
21%
5%
11%
1%
17%
No Response
Every Day
Almost Every Day
2-3 Times a Week
About Once a Week
1-2 a Week
Never
This question relates to a specific class that examined socialjustice/analysis
Over 70% of students “strongly agree” or “agreed” that their classenvironment helps them understand connections to a larger society andhow they can make a positive impact on their community
see how I can make a postive
difference in my community
20%
51%
17%
12%
understand my relationship to the
larger society
10.50%
51.40%
20%18.10%
Strongly Agree Agree
Disagree Strongly Disagree
Neighborhood ExperienceNeighborhood ExperienceDo you live in the Greater Humboldt Park area
(Humboldt Park/Westtown)?
Yes 36%No 64%
Neighborhood ExperienceNeighborhood Experience
32%
14%
11%
11% 8% 6%
3%
3%3%
3%
3%
3%
11%
Logan square Cicero Hermosa Elmwood
I. Park Cragin Englewood W. Englewood
Chicago Lawn Ravenswood Ridgewood Albany Park
Neighborhood ExperienceNeighborhood Experience
Disagree
46.80%
Agree
48.90%
I like living in my neighborhood:
Students who live outside of HP
Disagree
18.20%Agree
81.90%
Students who live within HP
Neighborhood ExperienceNeighborhood ExperienceMy neighborhood is a good place for kids like me to
grow up:
Agree
24%Disagree
76%
Students who live outside of HP
Agree
48%
Disagree
52%
Students who live within HP
Neighborhood ExperienceNeighborhood ExperienceI worry about Puerto Ricans/Latinos moving away
from my neighborhood
Disagree
63%
Agree
37%
Students who live outside of HP Students who live within HP
Agree
56%
Disagree
44%
Analytical Approach: QuantitativeAnalytical Approach: QuantitativeAnalysis of GIS DataAnalysis of GIS Data Linked findings from survey and interview data to
Humboldt Park using multiple GIS maps fromnumerous sources◦ Everyblock.com◦ Trulia.com◦ Zillow.com◦ UIC College of Urban Planning and Public Affairs
(CUPPA)◦ Citizen Law Enforcement Analysis And Reporting
(CLEARMAP)◦ CLEARpath (community level information sharing)
New Construction Permits in HumboldtNew Construction Permits in HumboldtPark from 1/1/2005-1/1/2010Park from 1/1/2005-1/1/2010
http://chicago.everyblock.com/building-permits/locations/neighborhoods/humboldt-park
Humboldt Park New Construction Permits 01/01/2005 to 01/01/2010
Undef.
0.4%Antenna
0.4%
15 U.
0.4%
16 U.
0.4%
6 U.
4%
18 U.
0.4%
30 U.
0.4%
53 U.
0.4%
8 U.
0.4%9 U.
0.4%
Comm.
20.7%
Garage
1%
5 U.
0.4%
Add.
1%
12 U.
0.4%
Repairs
4%
Temp.
3%
S.F.
22%
2 U.
3%
3 U.
39%
S.F.
2 U.
3 U.
5 U.
6 U.
8 U.
9 U.
12 U.
15 U.
16 U.
18 U.
30 U.
53 U.
Comm.
Add.
Repairs
Garage
Temp.
Undef.
AntennaEveryblock.com
New Construction Comparison DataNew Construction Comparison Data
Current Home Foreclosures in Humboldt Park 04/18/2010Current Home Foreclosures in Humboldt Park 04/18/2010
http://www.zillow.com/homes/humboldt-park-il_rb/#/homes/for_sale/Humboldt-Park-Chicago-IL/fore_lt/house,apartment_condo,duplex
73%
22%
5%
Single Family
Condo/Apartment
MultiFamily
Humboldt Park Foreclosures:Humboldt Park Foreclosures:04/18/201004/18/2010
Average Listing Price For Single-Family Home in ChicagoAverage Listing Price For Single-Family Home in Chicago
http://www.trulia.com/real_estate/Humboldt_Park-Chicago/2917/market-trends/#qma_median_sales_price_chart_container
Percent of homes sold at a lossPercent of homes sold at a loss
Median Sales Price & Number of SalesMedian Sales Price & Number of Sales
Social Analysis Discussion atSocial Analysis Discussion atPartner High SchoolPartner High School An afternoon assembly at the partner school where youth
were encouraged to talk about their experiencesconcerning gentrification
A community activism group based in HP presentedinformation about gentrification in an attempt to empoweryouth to get involved in their neighborhoods
Some of the activities, speeches, and dialogue amongstudents was recorded on a 20 minute video
Each group member viewed and discussed the video
Discussion Video on GentrificationDiscussion Video on Gentrification“I’ve been gentrified.”
“What can we do? We don’t have any money. Money talks!”
The students expressed the feeling of being invaded by outsideforces, taking control over their neighborhood
Gentrification has affected students directly or indirectly◦ Strong perceptions that white people are taking over◦ Students having trouble with finding answers to the fundamental question
of why are white people here – why are they coming to theirneighborhood?
◦ Students feel the neighborhood is becoming more expensive and,consequently, less livable
Students want to be involved and take action
Qualitative Analysis: Key InformantQualitative Analysis: Key InformantInterviewsInterviews There were eight interviews conducted by group
members Interviews were conducted with health
professionals, community organizers, journalists,and educators
Seven questions covering topics concerning youthsense of belonging in reference to theircommunity and gentrification
A non-hierarchical arrangement of codes wasused for indexing data
Findings: Using both QuantitativeFindings: Using both Quantitativeand Qualitative dataand Qualitative data
Emergent themes were usedin coding Key InformantInterviews
Using mixed-methods, wefound themes of:◦ Pride◦ Anger/Resentment◦ Community Participation◦ Futility
Analysis of Community LeaderAnalysis of Community LeaderInterviews: ThemesInterviews: Themes
25%
21%
15%
25%
14%
Pride
Anger/Resentment
Participation in the
Community
Futility
Other
Key Informant Interview Theme:Key Informant Interview Theme:PridePride
“Puerto Ricans love their flag…it’s everywhere.”
“I feel free here.”
“This is the only Puerto Rican Community left inChicago.”
Key Informant Interview Theme:Key Informant Interview Theme:Anger/ResentmentAnger/Resentment
“We’re not saying Humboldt Park is exclusively for PuertoRicans…but don’t build your community here.”
“I just don't like the people who try to change thecommunity.”
“The newcomers in the community want to immediatelychange everything and lock [up] all the young peoplehanging out.”
Key Informant Interview Theme:Key Informant Interview Theme:Community ParticipationCommunity Participation
“I love the events that they have that are for thecommunity.”
“I have white neighbors and I love them becausethey are active in the community.”
“There are… parades and many Puerto Ricanbusinesses and organizations that cater to theresidents.”
Key Informant Interview Theme:Key Informant Interview Theme:FutilityFutility “[Humboldt park] Not for sale? Well, it’s already been sold!”
“I knew it [gentrification] would work its way over [to Humboldt Park]…it’s been slowcompared to other communities”
“There are some youth that do have pride in where they live, but I do not see toomany out there that help their neighbors or even pick up any trash. If you have asense of pride in your community, then you want your community not only to be safefrom violence, but also be clean. No one is telling you to clean the block, but look outfor your own area.”
“The school system isn't so great and it's hard to find really good teachers thesedays. The days of teachers visiting a student's home are long gone. Teachers thesedays just come into HP to make the money and leave. It doesn't help that someparents aren't supportive about education either. Many parents did not go to collegeor finish high school, so the children don't have ambition to finish. Then they go toschool and the teacher tells them they are stupid. Why are they going to go back ifsomeone doesn't believe in them?”
Key Informant Interviews:Key Informant Interviews:Other Themes and CommentsOther Themes and Comments
“HP has always been an immigrant neighborhood, andeven when it wasn’t the Puerto Ricans, it was anotherimmigrant group that pushed the other immigrant group outor the group chose to leave and another immigrant grouptook their place in Humboldt Park. This movement isdifferent and this is why there may be such animositybecause it's not an immigrant group that's moving in, but asocial class and not a marginalized group, quite theopposite.”
Forces and TrendsForces and Trends Gentrification◦ Population and migration Demographic changes - current predominant racial groups
(Puerto Rican, Mexican, Black) moving out• 2000 Census:
• White (19.4%) – 12,781• Black (48.5%) – 31,960• Hispanic (48.0%) – 31,607
◦ Increase in housing prices
◦ Old houses and buildings torn down, new homes andcondominiums being built
Forces and TrendsForces and Trends Sense of belonging Racial tension Violence and crime Morals and social order Other effects on low income groups Economy/housing crisis Effects on youth
General Limitations• Difficulty linking health topic to larger community and relating it to the wellness survey• Much of community assessment data mostly representative of Puerto Rican and
Latino/Hispanic experience with gentrification
Partnership School Limitations• Fast turn-around time with survey
• Limited ability to communicate results directly back to teachers• Narrowed richness of analysis to link our overarching health topic
• Minimal direct contact with students• Challenge balancing need to continue with existing survey questions for comparison
purposes vs. desire to incorporate new questions or edit old ones
Quantitative Limitations• Partnership School Survey: Inability to characterize non-responders• Mapping: Different data sources and neighborhood boundary definitions
Qualitative Limitations• Limited generalizability interviews potentially not representative for true cultural competence
picture• Small n values
Youth Well-Being Survey◦ Continue to refine and administer the survey◦ Consider administering the survey to surrounding
public and other charter schools Broader contextual landscape for challenges Comparison data
Community/Neighborhood Experience◦ Investigate discrepancy between survey results on
students feeling at home in community but do not feeltheir community is a good place to grow up◦ Build on the sense of community within the Puerto
Rican community and extend the practices to thegreater Humboldt Park area
Discrimination◦ Further study the feelings/perceptions of students on
being treated unfairly or disrespected within thecommunity◦ Themes and comments relating to partner school
Need for increased services to assist undocumented students Increased discussion around experiences of discrimination within
the school
Bipolarity/Income Diversity◦ Further investigate ways to engage both ends of the
spectrum within the community through shared activitiesand values towards finding common (instead ofcontested) ground
Well-being in Humboldt Park◦ Increase Dialogue Between different racial and demographic groups for higher
level of participation for some level of shared communityperceptions and cultural capacity
◦ Foreclosures Further study the issues behind ¾ of all foreclosures in
Humboldt Park are single-family homes
Interviewees• Beth Berendsen (Community Organizer,
LUCHA)• Juanita Garcia (Humboldt Park No Se
Vende / PACHS)• Elizabeth Hoffman (PACHS mentor)• Maggie Martinez (President, Block Club
Federation)• Chip Mitchell (Reporter, WBEZ)• Dr. Dan Lassman (Owner, Division Dental)• Bill Slavin (HP Resident)• Raquel Torres (Tenant Organizer,
Bikerdike)
Pedro Albizu CamposHigh School• Judy Diaz, Dean of Students• Matthew Rodriguez, Director• The teachers and mentors• The students
UIC School of PublicHealth Professor Jennifer Hebert-Beirne, PhD,
MPH T.A. Rachael Dombrowski, MPH Professor Michele A. Kelley Lynne Klasko David Brand 431 Colleagues
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