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99
traveled to and from school drew more elements of land use and path items than their
counterparts, while social items were less frequently depicted. Overall, boys who
were normally driven to and from school were able to represent the densest
information about their neighborhood, ( X =18.5, SD=17.1), whereas girls who
walked to and from school represented the least amount of information ( X =14.1,
SD=13.9).
Ascribed range and territorial definition
Nearly two fifth of the maps failed to provide information that could locate
spatial elements on a street map. Of the rest, the analysis of variance revealed a
significant difference in the size of ascribed range among the five schools, F (4, 62)
=2.80, p<.05. The means and standard deviations are presented in Table 6.3. Post
hoc comparisons using the Tukey’s HSD test revealed that the Norwood children ( X
= 0.32) represented significantly larger ascribed range on average than the Vermont
children ( X = 0.14), p<.05. As children drew a map of school neighborhood, this
might be partly explained by differences in the size of school attendance boundary
area, which the Norwood school serves much larger area than the Vermont school.25
Table 6.3 Mean Size of Ascribed Range by Schools (mile)
Schools
Range
Foshay
(n=4)
Norwood
(n=10)
St Agnes
(n=13)
Vermont
(n=31)
Weemes
(n=5)
TOTAL
(n=53)
X 0.27 0.32 0.12 0.14 0.26 0.18
SD 0.12 0.29 0.12 0.12 0.25 0.18
25 The significance of difference across the school was indeed disappeared when ascribed ranges were
adjusted for the size of school attendance boundary area.
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 109 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 99 traveled to and from school drew more elements of land use and path items than their counterparts, while social items were less frequently depicted. Overall, boys who were normally driven to and from school were able to represent the densest information about their neighborhood, ( X =18.5, SD=17.1), whereas girls who walked to and from school represented the least amount of information ( X =14.1, SD=13.9). Ascribed range and territorial definition Nearly two fifth of the maps failed to provide information that could locate spatial elements on a street map. Of the rest, the analysis of variance revealed a significant difference in the size of ascribed range among the five schools, F (4, 62) =2.80, p<.05. The means and standard deviations are presented in Table 6.3. Post hoc comparisons using the Tukey’s HSD test revealed that the Norwood children ( X = 0.32) represented significantly larger ascribed range on average than the Vermont children ( X = 0.14), p<.05. As children drew a map of school neighborhood, this might be partly explained by differences in the size of school attendance boundary area, which the Norwood school serves much larger area than the Vermont school.25 Table 6.3 Mean Size of Ascribed Range by Schools (mile) Schools Range Foshay (n=4) Norwood (n=10) St Agnes (n=13) Vermont (n=31) Weemes (n=5) TOTAL (n=53) X 0.27 0.32 0.12 0.14 0.26 0.18 SD 0.12 0.29 0.12 0.12 0.25 0.18 25 The significance of difference across the school was indeed disappeared when ascribed ranges were adjusted for the size of school attendance boundary area. |
