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56
of 72%. However, almost half of them were incomplete, either not recording for
three days or including only activities occurred at schools during school hours (i.e.,
learning math, having lunch, chatting with friends, etc.). After eliminating
incomplete sets, only 38 diaries (37%) remained valid for analysis, which raised a
concern about the representativeness and generalizability of the collected data.
Hence it was not included in the analysis of results. In retrospect, this problematic
result occurred because this part of exercise was not able to capture the children’s
full attention as it was introduced during the last minutes of the session, which was
somewhat hurried to meet the given time frame. Furthermore, the children were
usually eager to take a break after the drawing and mapping exercises.
In the third and last session, the children first completed a survey
questionnaire, developed to examine: (a) children’s self report of their current travel
mode to and from school; (b) experience of school journey (i.e., encountered
barriers); (c) environmental risk perceptions en route to school; and (d) preference
for mode of travel to and from school (see Appendix A). Questions included items
comparable to those from the parent survey questionnaire as to examine
dis(similarities) in the responses of the children and their parents. A total of 100
questionnaires were completed.16 Next, the photos of the child identified places from
the previous session were presented to the children in PowerPont slides. Each slide
contained up to 4 photos with location marked on a map and in its title (see Figure
16 For the activities in the third session, the study missed 4 children. They were either absent on the
day of the session or in a different classroom for other lessons.
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 66 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 56 of 72%. However, almost half of them were incomplete, either not recording for three days or including only activities occurred at schools during school hours (i.e., learning math, having lunch, chatting with friends, etc.). After eliminating incomplete sets, only 38 diaries (37%) remained valid for analysis, which raised a concern about the representativeness and generalizability of the collected data. Hence it was not included in the analysis of results. In retrospect, this problematic result occurred because this part of exercise was not able to capture the children’s full attention as it was introduced during the last minutes of the session, which was somewhat hurried to meet the given time frame. Furthermore, the children were usually eager to take a break after the drawing and mapping exercises. In the third and last session, the children first completed a survey questionnaire, developed to examine: (a) children’s self report of their current travel mode to and from school; (b) experience of school journey (i.e., encountered barriers); (c) environmental risk perceptions en route to school; and (d) preference for mode of travel to and from school (see Appendix A). Questions included items comparable to those from the parent survey questionnaire as to examine dis(similarities) in the responses of the children and their parents. A total of 100 questionnaires were completed.16 Next, the photos of the child identified places from the previous session were presented to the children in PowerPont slides. Each slide contained up to 4 photos with location marked on a map and in its title (see Figure 16 For the activities in the third session, the study missed 4 children. They were either absent on the day of the session or in a different classroom for other lessons. |
