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104
Mapping style
Spatial orientation was represented by nearly half of the maps that showed
connections between spatial parts as incidental or secondary, while the rest depicted
sequential orientation that connection itself was prominent (see Figure 6.4). Table
6.6 summarizes structural styles stratified by school, travel mode, and gender.
Table 6.6 Mapping Style by School, Gender and Travel mode (in percentage)
School Gender Travel mode
TOTAL F N S V W Boys Girls A P
Spa. 48.5 55.6 55.2 84.6 30.2 55.6 55.8 45.3 44.4 53.2
Seq. 51.5 44.4 44.8 15.4 69.8 44.4 44.2 54.7 55.6 46.8
TOTAL 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
F=Foshay; N=Norwood; S=St. Agnes; V=Vermont; W=Weemes; A=active; P= passive
A higher proportion of the St. Agnes children (84.6%) appeared to perceive
their neighborhood spatially, whereas the Vermont children (69.8%) had more
sequentially oriented mental image than the rest. This difference among schools were
found statistically significant (p<.01, Fisher’s exact test). Interestingly, children from
the two schools that faced each other across the street appeared to develop quite
different structural image of the school neighborhood. The majority of the St. Agnes
maps encompassed only a few surrounding blocks positioned at the school
intersection (53.8%). It is noted that the St. Agnes children showed the most
shrunken territorial range (i.e., 0.12 mile) with no clear linkage to the school
surrounding areas, including their homes.
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 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 104 Mapping style Spatial orientation was represented by nearly half of the maps that showed connections between spatial parts as incidental or secondary, while the rest depicted sequential orientation that connection itself was prominent (see Figure 6.4). Table 6.6 summarizes structural styles stratified by school, travel mode, and gender. Table 6.6 Mapping Style by School, Gender and Travel mode (in percentage) School Gender Travel mode TOTAL F N S V W Boys Girls A P Spa. 48.5 55.6 55.2 84.6 30.2 55.6 55.8 45.3 44.4 53.2 Seq. 51.5 44.4 44.8 15.4 69.8 44.4 44.2 54.7 55.6 46.8 TOTAL 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 F=Foshay; N=Norwood; S=St. Agnes; V=Vermont; W=Weemes; A=active; P= passive A higher proportion of the St. Agnes children (84.6%) appeared to perceive their neighborhood spatially, whereas the Vermont children (69.8%) had more sequentially oriented mental image than the rest. This difference among schools were found statistically significant (p<.01, Fisher’s exact test). Interestingly, children from the two schools that faced each other across the street appeared to develop quite different structural image of the school neighborhood. The majority of the St. Agnes maps encompassed only a few surrounding blocks positioned at the school intersection (53.8%). It is noted that the St. Agnes children showed the most shrunken territorial range (i.e., 0.12 mile) with no clear linkage to the school surrounding areas, including their homes. |
