Page 16 |
Save page Remove page | Previous | 16 of 188 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
6
the decline in walking to school between 1969 and 2001. While the likelihood of
walking is higher when children live close to school, only 31% of children living
within less than a mile distance from their schools walked in 2001, compared to
approximately 90 % of them walked in 1969 (U.S. Environmental Protection
Agency, 2003). This suggests that there are other factors than mere physical distance
influencing children’s school travel mode. The following discusses possible causes
that may have influenced how far children live from school and how children travel
to school.
School and education policies
Since early 1940s ‘economies of scale’ mentality has guided the
reorganization of the U.S. public school system to achieve economic efficiency, and
educational and administrative effectiveness (Beaumont & Pianca, 2002). Along
with decades of suburbanization, this trend towards consolidating small schools has
led to the decline of the number of schools by 69 % while the student population
continues to grow, and consequently the average school size has risen from 127 to
653 students (Lawrence et al., 2002). Although opposition to school consolidation
with supporting evidences against large school has grown over the years (i.e., better
student performance, safer, more parental and community involvement, etc.),
numerous policy, funding, and institutional biases in many states have continued to
favor large new schools built on outlying areas (see Beaumont & Pianca, 2002;
Goldberg, 2005).
Object Description
| Title | Walkability as 'freedom': the ecology of school journey in inner city Los Angeles neighborhoods |
| Author | Uhm, Jung A |
| Author email | uhm@usc.edu; j_uhm@hotmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | planning |
| School | School of Policy, Planning, and Development |
| Date defended/completed | 2008-06-05 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-17 |
| Advisor (committee chair) | Banerjee, Tridib |
| Advisor (committee member) |
Irazabal, Clara Stoner, Madeleine |
| Abstract | Over the past two decades, rising concerns over childhood obesity and its health effects have brought the issue of "walkability" to the forefront in creating a child friendly environment. Particularly, the idea of promoting children walking to and from school has gained widespread support among policy makers, public health officials, civic organizations, and planners as a way to increase physical activity among children to prevent obesity. Recent policies and programs however are based on an assumption about the direct influence of the built environment on school travel mode, of which parents' values and perceptions are considered prominent in determining environmental attributes related to children walking to school.; This research proposes a conceptual framework in understanding the relationship between the environment and children's travel by adding a crucial link generally missing in current walkability research - children. By proposing the notion of walkability as freedom, this study attempts to draw attentions to children's choices and real opportunities and factors that either facilitate or prohibit children in or from actualizing what they value (walking to school as one of many). With this goal, this research explored the elements of a walkable environment through the eyes of ethnic minority children attending five elementary schools in inner city Los Angeles.; Through the triangulation of capability approach, child-centered participatory methods, and ecological perspectives, the findings demonstrate children's capacity not only to observe and understand the environment, but also to evaluate and reflect on making their neighborhood environment safer and walkable on their own terms.; This research suggests a shift in policy focus from the provision and improvement of environmental resources to the enhancement of individual freedom by increasing children's participatory capability. The results of this study advance the discussion on the relationship between active school travel and the environment by bringing children into the foreground within the spheres of ecological transaction. |
| Keyword | capability; children; inner-city neighborhood; perception; school travel; walkability |
| Geographic subject | educational facilities: Foshay Learning Center; educational facilities: Norwood Street Elementary School; educational facilities: St. Agnes Parish School; educational facilities: Vermont Avenue Elementary School; educational facilities: Lenicia B. Weemes Elementary School |
| Geographic subject (city or populated place) | Los Angeles |
| Geographic subject (state) | California |
| Coverage date | circa 2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1671 |
| Contributing entity | University of Southern California |
| Rights | Uhm, Jung A |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Uhm-2224 |
| Archival file | uscthesesreloadpub_Volume29/etd-Uhm-2224.pdf |
Description
| Title | Page 16 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 6 the decline in walking to school between 1969 and 2001. While the likelihood of walking is higher when children live close to school, only 31% of children living within less than a mile distance from their schools walked in 2001, compared to approximately 90 % of them walked in 1969 (U.S. Environmental Protection Agency, 2003). This suggests that there are other factors than mere physical distance influencing children’s school travel mode. The following discusses possible causes that may have influenced how far children live from school and how children travel to school. School and education policies Since early 1940s ‘economies of scale’ mentality has guided the reorganization of the U.S. public school system to achieve economic efficiency, and educational and administrative effectiveness (Beaumont & Pianca, 2002). Along with decades of suburbanization, this trend towards consolidating small schools has led to the decline of the number of schools by 69 % while the student population continues to grow, and consequently the average school size has risen from 127 to 653 students (Lawrence et al., 2002). Although opposition to school consolidation with supporting evidences against large school has grown over the years (i.e., better student performance, safer, more parental and community involvement, etc.), numerous policy, funding, and institutional biases in many states have continued to favor large new schools built on outlying areas (see Beaumont & Pianca, 2002; Goldberg, 2005). |
