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121
Table 6.9 Continued
Setting Deprivation Setting Aggravation
Community
Facilities:
Nd=31(26%)/
Na=0(0%)
After school program*
Daycare*; More schools/college
Library (safer and closer)*
Museums (science center)**
Church*; Religious altars*
More temples; Donation center
Homeless shelter; Animal shelter*
More community centers**
Cultural center; More gyms**
More sports playing fields (soccer field
with grass/baseball field)**
More playhouses for kids
Safer playground (at school)**
More parks/bigger parks**
Skateboard park; Skating rinks
Community garden; Dance complex
Fire department*; Post office
Police station(closer); Highway patrol
Clinic*; Kids hospital (more doctors)
Public bathrooms; Zoo; Fairs
NA
Social
Milieu:
Nd=27(22%)/
Na=21(40%)
More Kid Watch***
More people watching you when you walk
(outside protect)**
More adults on the street*
More parents supervision**
More new people**
Crossing guards***, Safe drivers**
Safer people; More nice people
More English/Spanish speakers
More friends (going to friend’s house)**;
Community meetings*
Walking with friends (or parents)**
Vanpools for after school activities*
More fire fighters*
More cops (who care)***
Police giving tickets to bad drivers*
Public safety*; Military*; Security guards*
; More surveillance cameras*
Better police dogs*; Guard dogs*
Good animals (that don’t attack)*
Dogs to walk with**; More animals More
people who pick up trash**
Crazy people nasty people
Strangers
Bullies**
No killers*
Child molesters
Alcoholics; drunken people**
Robbers; Homeless/ bums**
Less old drivers*
Skate boarders
Less people doing graffiti**
Gangs***; Guns, shooting
Less gang activities**
Drugs (dealers, activities)
Crime
No auto break-ins*
Drive-by; Car racing
Stray dogs (bull dongs; pit
bulls)
Less war*
TOTAL Nd= 121 Na=53
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 131 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 121 Table 6.9 Continued Setting Deprivation Setting Aggravation Community Facilities: Nd=31(26%)/ Na=0(0%) After school program* Daycare*; More schools/college Library (safer and closer)* Museums (science center)** Church*; Religious altars* More temples; Donation center Homeless shelter; Animal shelter* More community centers** Cultural center; More gyms** More sports playing fields (soccer field with grass/baseball field)** More playhouses for kids Safer playground (at school)** More parks/bigger parks** Skateboard park; Skating rinks Community garden; Dance complex Fire department*; Post office Police station(closer); Highway patrol Clinic*; Kids hospital (more doctors) Public bathrooms; Zoo; Fairs NA Social Milieu: Nd=27(22%)/ Na=21(40%) More Kid Watch*** More people watching you when you walk (outside protect)** More adults on the street* More parents supervision** More new people** Crossing guards***, Safe drivers** Safer people; More nice people More English/Spanish speakers More friends (going to friend’s house)**; Community meetings* Walking with friends (or parents)** Vanpools for after school activities* More fire fighters* More cops (who care)*** Police giving tickets to bad drivers* Public safety*; Military*; Security guards* ; More surveillance cameras* Better police dogs*; Guard dogs* Good animals (that don’t attack)* Dogs to walk with**; More animals More people who pick up trash** Crazy people nasty people Strangers Bullies** No killers* Child molesters Alcoholics; drunken people** Robbers; Homeless/ bums** Less old drivers* Skate boarders Less people doing graffiti** Gangs***; Guns, shooting Less gang activities** Drugs (dealers, activities) Crime No auto break-ins* Drive-by; Car racing Stray dogs (bull dongs; pit bulls) Less war* TOTAL Nd= 121 Na=53 |
