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125 of physical resources (i.e., lack of pedestrian infrastructure and amenities, traffic calming devices, unfriendly street design) identified by parents or adult experts, to promote active school travel with no considerations on the needs and perceptions of children. This approach has been criticized for not taking a full consideration of other elements also likely to influence parents’ decision on school travel mode (see McMillan, 2005), but not for the basis of its reasoning that is by all means adult-centric. By proposing the notion of walkability as freedom, adopted from Sen’s capability approach, 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). Summary of the Research Findings and Limitations The study results support the ecological approach in understanding children’s school travel by identifying association of the layers of factors within the context of children, family, and neighborhood with the likelihood of children walking to or from school. Following observations can be made from the results of correlational analyses: (1) The majority of parental attitudinal and perceptual factors were found significant in determining children’s school mode with different weight and value placed on each trip. For example, the trip to school was more correlated with perceived safety and efficiency, whereas parents appeared to place more importance on their child’s competence, preference, and social supports available in the
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 135 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 125 of physical resources (i.e., lack of pedestrian infrastructure and amenities, traffic calming devices, unfriendly street design) identified by parents or adult experts, to promote active school travel with no considerations on the needs and perceptions of children. This approach has been criticized for not taking a full consideration of other elements also likely to influence parents’ decision on school travel mode (see McMillan, 2005), but not for the basis of its reasoning that is by all means adult-centric. By proposing the notion of walkability as freedom, adopted from Sen’s capability approach, 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). Summary of the Research Findings and Limitations The study results support the ecological approach in understanding children’s school travel by identifying association of the layers of factors within the context of children, family, and neighborhood with the likelihood of children walking to or from school. Following observations can be made from the results of correlational analyses: (1) The majority of parental attitudinal and perceptual factors were found significant in determining children’s school mode with different weight and value placed on each trip. For example, the trip to school was more correlated with perceived safety and efficiency, whereas parents appeared to place more importance on their child’s competence, preference, and social supports available in the |