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