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Been, V., S. Dastrup, I.G. Ellen, B. Gross, A. Hayashi, S. Latham, M. Lewit, J. Madar, V. Reina, M. Weselcouch, and M. Williams. State of New York City's Housing and Neighborhoods 2011. Furman Center for Real Estate and Urban Policy, New York University.
In LGBT Youth in America’s Schools, Jason Cianciotto
and Sean Cahill, experts on lesbian, gay, bisexual,
and transgender public policy advocacy, combine an
accessible review of social science research with analyses
of school practices and local, state, and federal
laws that affect LGBT students. In addition, portraits
of LGBT youth and their experiences with discrimination
at school bring human faces to the issues the
This is an essential guide for teachers, school administrators,
guidance counselors, and social workers interacting
with students on a daily basis; school board
members and officials determining school policy;
nonprofit advocates and providers of social services
to youth; and academic scholars, graduate students,
and researchers training the next generation of
school administrators and informing future policy and
A family’s housing unit provides more than simply shelter. It also provides a set of neighborhood amenities and a package of local public services, including, most critically, a local school. Yet housing and education policymakers rarely coordinate their efforts, and there has been little examination of the schools that voucher holders or other assisted households actually reach. In this project we describe the elementary schools nearest to households receiving four different forms of housing assistance in the country as a whole, in each of the 50 states, and in the 100 largest metropolitan areas.We compare the characteristics of these schools to those accessible to other comparable households. We pay particular attention to whether voucher holders are able to reach neighborhoods with higher performing schools than other low-income households in the same geographic area.
In brief, we find that assisted households as a whole are more likely to live near low-performing schools than other households. Surprisingly, Housing Choice Voucher holders do not generally live near higher performing schools than households receiving other forms of housing assistance, even though the voucher program was created, in part, to help low-income households reach a broader range of neighborhoods and schools. While voucher holders typically live near schools that are higher performing than those nearest to public housing tenants, they also typically live near schools that are slightly lower performing than those nearest to households living in Low Income Housing Tax Credit (LIHTC) and Projectbased Section 8 developments and lower performing than those nearest to other poor households.
Sharkey, Patrick. Temporary Integration, Resilient Inequality: Race and Neighborhood Change in the Transition to Adulthood. Demography.
Sharkey, Patrick. An Alternative Approach to Addressing Selection into and out of Social Settings: Neighborhood Change and African American Childrenâ€™s Economic Outcomes. Sociological Methods & Research.
Silver D, Blustein J, and BC Weitzman. Transportation to Clinic: Findings from a Pilot Clinic-Based
Survey of Low-Income Suburbanites. Journal of Immigrant and Minority Health, 14(2): 350-355.
Health care policymakers have cited transportation
barriers as key obstacles to providing health care to
low-income suburbanites, particularly because suburbs have
become home to a growing number of recent immigrants
who are less likely to own cars than their neighbors. In a
suburb of New York City,we conducted a pilot survey of low
income, largely immigrant clients in four public clinics, to
find out how much transportation difficulties limit their
access to primary care. Clients were receptive to the opportunity
to participate in the survey (response rate = 94%).
Nearly one-quarter reported having transportation problems
that had caused them to miss or reschedule a clinic
appointment in the past. Difficulties included limited and
unreliable local bus service, and a tenuous connection to a
car. Our pilot work suggests that this population is willing to
participate in a survey on this topic. Further, since even
among those attending clinic there was significant evidence
of past transportation problems, it suggests that a populationbased
survey would yield information about substantial
transportation barriers to health care.
Silver D, Holleman M, Mijanovich T, and BC Weitzman. How Residential Mobility and School Choice Challenge Assumptions of Neighborhood Place-Based Interventions. American Journal of Health Promotion, 26(3): 180-183.
Purpose. Explore the importance of residential mobility and use of services outside neighborhoods when interventions targeting low-income families are planned and implemented.
Design. Analysis of cross-sectional telephone household survey data on childhood mobility and school enrollment in four large distressed cities.
Setting. Baltimore, Maryland; Detroit, Michigan; Philadelphia, Pennsylvania; and Richmond, Virginia.
Subjects. Total of 1723 teens aged 10 to 18 years and their parents.
Measures. Continuous self-report of the number of years parents lived in the neighborhood of residence and city; self-report of whether the child attends school in their neighborhood; and categorical self report of parents' marital status, mother's education, parent race, family income, child's age, and child's sex.
Analysis. Chi-square and multivariate logistic regression.
Results. In this sample, 85.2% of teens reported living in the city where they were born. However, only 44.4% of black teens lived in neighborhoods where they were born, compared with 59.2% of white teens. Although 50.3% of black teens attended schools outside of their current neighborhoods, only 31.4% of whites did. Residential mobility was more common among black than white children (odds ratio â€Š=â€Š 1.82; p < .001), and black teens had 43% lesser odds of attending school in their home communities.
Conclusions. Mobility among low-income and minority families challenges some assumptions of neighborhood interventions premised on years of exposure to enriched services and changes in the built environment.
Stroustrup, Annemarie and Leonardo Trasande Demographics, clinical characteristics and outcomes of neonates diagnosed with fetomaternal haemorrhage.. Arch Dis Child Fetal Neonatal Ed. 2012 Feb 28. [Epub ahead of print] PMID: 22375020
Objective:To determine clinical characteristics, demographics and short-term outcomes of neonates diagnosed with fetomaternal haemorrhage (FMH).
Design:The authors analysed the Nationwide Inpatient Sample, 1993 to 2008. Singleton births diagnosed with FMH were identified by International Classification of Diseases (ICD-9) code 762.3. Descriptive, univariate and multivariable regression analyses were performed to determine the national annual incidence of FMH over time as well as demographics and clinical characteristics of neonates with FMH.ResultsFMH was identified in 12 116 singleton births. Newborns with FMH required high intensity of care: 26.3% received mechanical ventilation, 22.4% received blood product transfusion and 27.8% underwent central line placement. Preterm birth (OR 3.7), placental abruption (OR 9.8) and umbilical cord anomaly (OR 11.4) were risk factors for FMH. Higher patient income was associated with increased likelihood of FMH diagnosis (OR 1.2), and Whites were more likely to be diagnosed than ethnic minorities (OR 1.9). There was reduced frequency of diagnosis in the Southern USA (OR 0.8 vs the Northeastern USA).
Conclusions: Diagnosis of FMH is associated with significant morbidity as well as regional, socioeconomic and racial disparity. Further study is needed to distinguish between diagnostic coding bias and true epidemiology of the disease. This is the first report of socioeconomic and racial/ethnic disparities in FMH, which may represent disparities in detection that require national attention.
West, TV, ME Heilman, K Gullett, CA Moss-Racusin, & JC Magee. Building blocks of bias: Gender composition predicts male and female group membersâ€™ evaluations of each other and the group. 2012. Journal of Experimental Social Psychology, 48, 1209-1212.
The present research examined how a group's gender composition influences intragroup evaluations. Group members evaluated fellow group members and the group as a whole following a shared task. As predicted, no performance differences were found as a function of gender composition, but judgments of individuals’ task contributions, the group's effectiveness, and desire to work with one's group again measured at a 10-week follow-up were increasingly negative as the proportion of women in the group increased. Negative judgments were consistently directed at male and female group members as indicated by no gender of target effects, demonstrating that men, simply by working alongside women, can be detrimentally affected by negative stereotypes about women. Implications for gender diversity in the workplace are discussed.
The Obama administration's budget proposal for fiscal year 2013 (FY 2013) strengthens the national economy by investing in schools, communities and safety net programs. The FY 2013 budget also includes a number of important investments in infrastructure that will spur much needed job growth in a time of economic uncertainty for many working and low-income families. It is critical that such investments take into account the persistently high unemployment in communities of color, and target spending to increase the economic security of the communities most impacted by the "Great Recession." Additionally, the budget includes important changes to the tax code that will lay the foundation for a fairer and more equitable economy.
Blustein, Jan, Joel Weissman, Andrew M Ryan, Tim Doran and Romana Hasnain-Wynia. Massachusetts Links Pay for Performance to the Reduction of Racial and Ethnic Disparities. Health Affairs. 30(6):1165-1175.
The Institute of Medicaid has identified equity as a key dimension of quality. Recently, Massachusetts’ Medicaid program (MassHealth) took the unusual step of linking pay-for-performance (P4P) to the reduction of racial/ethnic disparities for hospital care. We report on early experience with the program, describing the challenges of implementing an ambitious program in a short time frame, with limited resources. Our findings raise questions about whether P4P as currently constituted is a suitable tool for addressing disparities in hospital care.
Prior researchers have deployed the Vietnam-era draft lottery as an instrument to estimate causal effects of military service on health and earnings. However, household and residential outcomes may be more sensitive to the psychological effects of military service. Using 2SLS analyses of the 2000 Census and the 2005 American Community Survey, we find mixed results for residential stability, housing tenure, and extended family residence. While in the ACS white veterans are less mobile, veteran status has no effect on homeownership. Veteran status reduces extended family living for whites in the Census but increases it for ACS veterans of "other" races.
Elbel, B., Gyamfi, J. & Kersh, R. Child and Adolescent Fast Food Choice and the Influence of Calorie Labeling. International Journal of Obesity.
Objective:Obesity is an enormous public health problem and children have been particularly highlighted for intervention. Of notable concern is the fast-food consumption of children. However, we know very little about how children or their parents make fast-food choices, including how they respond to mandatory calorie labeling. We examined children's and adolescents' fast-food choice and the influence of calorie labels in low-income communities in New York City (NYC) and in a comparison city (Newark, NJ).
Design:Natural experiment: Survey and receipt data were collected from low-income areas in NYC, and Newark, NJ (as a comparison city), before and after mandatory labeling began in NYC. Study restaurants included four of the largest chains located in NYC and Newark: McDonald's, Burger King, Wendy's and Kentucky Fried Chicken.Subjects:A total of 349 children and adolescents aged 1-17 years who visited the restaurants with their parents (69%) or alone (31%) before or after labeling was introduced. In total, 90% were from racial or ethnic minority groups.
Results:We found no statistically significant differences in calories purchased before and after labeling; many adolescents reported noticing calorie labels after their introduction (57% in NYC) and a few considered the information when ordering (9%). Approximately 35% of adolescents ate fast food six or more times per week and 72% of adolescents reported that taste was the most important factor in their meal selection. Adolescents in our sample reported that parents have some influence on their meal selection.
Conclusions:Adolescents in low-income communities notice calorie information at similar rates as adults, although they report being slightly less responsive to it than adults. We did not find evidence that labeling influenced adolescent food choice or parental food choices for children in this population.
The stakes of political conflict involve contending values and issue definitions as well as policy. Welfare reform was the most important change in American domestic policy since civil rights. Its significance hinges crucially on how participants understood the issue, but existing research fails to resolve what their perceptions were. Most accounts suggest that welfare reform was an ideological contest concerning the proper scope of government, but there are other views. This study gauges the welfare agenda rigorously by coding speakers in congressional hearings on the basis of how they framed the issue and the position they took on it during the six chief episodes of welfare reform that occurred between 1962 and 1996. The reform efforts aroused four distinct divisions. Over time, positions moved rightward, but more important, the dominant issue changed: The ideological debate about government was overtaken by a more practical debate about how to manage welfare. This is the first study to track the substantive meaning of any issue in Congress over an extended period of time using hearing witnesses and a preset analytic scheme.
Buckley, Tamara R.
Foldy, Erica Gabrielle A pedagogical model for increasing race-related multicultural counseling competency. 2010. The Counseling Psychologist 38 (5): 691-713.
Research suggests advances in students’ multicultural competence following multicultural counseling training. Increasingly, however, multicultural counseling courses have emphasized self awareness, which has increased the affective demands of these courses and student resistance to learning the material. This paper proposes a pedagogical model to enhance multicultural counseling training that attends both to content and process variables that may impact classroom learning. Its fundamental premise is that psychological safety, the belief that the classroom is safe for taking interpersonal risks, must be present for increasing knowledge and awareness around the charged, and often taboo, topics of race and culture in multicultural counseling training. The model integrates research from psychology, education, and management, including identity threat, culture-centered teaching practices, racial identity, and learning frames. The authors conclude with implications for classroom teaching.
Conley, D. Commentary: Tax Revolts, Pregnancy Envy, Race, and the â€œDeath Taxâ€. Tax Law Review, 63(1): 261-264. View/download article
Iskander, N. Creative State: Forty Years of Migration and Development Policy in Morocco and Mexico. Ithaca: Cornell University Press.
At the turn of the twenty-first century, with the amount of money emigrants sent home soaring to new highs, governments around the world began searching for ways to capitalize on emigration for economic growth, and they looked to nations that already had policies in place. Morocco and Mexico featured prominently as sources of "best practices" in this area, with tailor-made financial instruments that brought migrants into the banking system, captured remittances for national development projects, fostered partnerships with emigrants for infrastructure design and provision, hosted transnational forums for development planning, and emboldened cross-border political lobbies.
In Creative State, Natasha Iskander chronicles how these innovative policies emerged and evolved over forty years. She reveals that the Moroccan and Mexican policies emulated as models of excellence were not initially devised to link emigration to development, but rather were deployed to strengthen both governments' domestic hold on power. The process of policy design, however, was so iterative and improvisational that neither the governments nor their migrant constituencies ever predicted, much less intended, the ways the new initiatives would gradually but fundamentally redefine nationhood, development, and citizenship. Morocco's and Mexico's experiences with migration and development policy demonstrate that far from being a prosaic institution resistant to change, the state can be a remarkable site of creativity, an essential but often overlooked component of good governance.
Iskander, Natasha and Nichola Lowe Hidden Talent: Tacit Skill Formation and Labor Market Incorporation of Latino Immigrants in the United States. Journal of Planning Education and Research.
This paper examines informal training and skill development pathways of Latino immigrant construction workers in two different urban labor markets: Philadelphia, Pennsylvania, and Raleigh-Durham, North Carolina. We find that institutional differences across local labor markets not only shape how immigrants develop skills in specific places, but also determine the localized obstacles they face in demonstrating and harnessing these skills for employment. To explain the role of local institutions in shaping differences in skill development experience and opportunities, we draw on the concept of tacit skill, a term that is rarely incorporated into studies of the labor market participation of less educated immigrants. We argue that innovative pathways that Latino immigrant workers have created to develop tacit skill can strengthen advocacy planning efforts aimed at improving employment opportunities and working conditions for marginalized workers, immigrant and non-immigrant alike.
Jones, S.M., Brown, J.L, Hoglund, W.L.G., & J.L. Aber. A School-Randomized Clinical Trial of an Integrated Social-Emotional Learning and Literacy Intervention: Impacts on Third-Grade Outcomes. Journal of Consulting and Clinical Psychology, 78(6): 829-842.
Objective: To report experimental impacts of a universal, integrated school-based intervention in social–emotional learning and literacy development on change over 1 school year in 3rd-grade children's social–emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social–cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d = 0.20) and depression ( d = 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression ( d = 0.32–0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk.
Lowe, N., Hagan, J. & Iskander, N. Hidden Talent: Skill Formation and Labor Market Incorporation of Latino Immigrants in the United States. Environment and Planning A.
This article examines informal training and skill development pathways of Latino immigrant construction workers in two different urban labor markets: Philadelphia, Pennsylvania, and Raleigh-Durham, North Carolina. We find that institutional differences across local labor markets not only shape how immigrants develop skills in specific places but also determine the localized obstacles they face in demonstrating and harnessing these skills for employment. To explain the role of local institutions in shaping differences in skill development experience and opportunities, we draw on the concept of tacit skill, a term that is rarely incorporated into studies of the labor market participation of less educated immigrants. We argue that innovative pathways that Latino immigrant workers have created to develop tacit skill can strengthen advocacy planning efforts aimed at improving employment opportunities and working conditions for marginalized workers, immigrant and nonimmigrant alike.
Ospina, S. Paradox and Collaboration in Network Management. Administration and Society. Administration & Society July 2, 2010 vol. 42 no. 4 404-440.
Schlesinger, M., Calderas, O. & Elbel, B. Strangers in a Strange Land: Recent Entrants to the U.S. Confront the Culture of Medical Consumerism. .
Sharkey, Patrick and Robert J. Sampson. Destination Effects: Residential Mobility and Trajectories of Adolescent Violence in a Stratified Metropolis. Criminology 48: 639-681.
Two landmark policy interventions to improve the lives of youth through neighborhood mobility—the Gautreaux program in Chicago and the Moving to Opportunity (MTO) experiments in five cities—have produced conflicting results and have created a puzzle with broad implications: Do residential moves between neighborhoods increase or decrease violence, or both? To address this question, we analyze data from a subsample of adolescents ages 9–12 years from the Project on Human Development in Chicago Neighborhoods, a longitudinal study of children and their families that began in Chicago—the site of the original Gautreaux program and one of the MTO experiments. We propose a dynamic modeling strategy to separate the effects of residential moving across three waves of the study from dimensions of neighborhood change and metropolitan location. The results reveal countervailing effects of mobility on trajectories of violence; whereas neighborhood moves within Chicago lead to an increased risk of violence, moves outside the city reduce violent offending and exposure to violence. The gap in violence between movers within and outside Chicago is explained not only by the racial and economic composition of the destination neighborhoods but also by the quality of school contexts, adolescents' perceived control over their new environment, and fear. These findings highlight the need to simultaneously consider residential mobility, mechanisms of neighborhood change, and the wider geography of structural opportunity.
Stiefel, L., Schwartz, A.E. & Rotenberg, A. Age of Entry and the High School Performance of Immigrant Youth. Journal of Urban Economics.
In 2005, immigrants exceeded 12% of the US population, with the highest concentrations in large metropolitan areas. While considerable research has focused on how immigrants affect local wages and housing prices, less research has asked how immigrants fare in US urban public schools. Previous studies find that foreign-born students outperform native-born students in their elementary and middle school years, but urban policymakers and practitioners continue to raise concerns about educational outcomes of immigrants arriving in their high school years.
The authors use data on a large cohort of New York City (NYC) public high school students to examine how the performance of students who immigrate during high school (teen immigrants) differs from that of students who immigrate during middle school (tween immigrants) or elementary school (child immigrants), relative to otherwise similar native-born students. Contrary to prior studies, their difference-in-difference estimates suggest that, ceteris paribus, teen immigrants do well compared to native-born migrants, and that the foreign-born advantage is relatively large among the teen (im)migrants. That said, their findings provide cause for concern about the performance of limited English proficient students, blacks and Hispanics and, importantly, teen migrants. In particular, switching school districts in the high school years - that is, student mobility across school districts - may be more detrimental than immigration per se. Results are robust to alternative specifications and cohorts, including a cohort of Miami students.
This brief analyzes retirement readiness among racial and ethnic minority women using measures of wage disparities and gaps, wealth accumulation and labor segmentation. This brief recommends strategies at local, state and federal levels to ensure the economic security of women of color in retirement.
This study investigates the degree to which the racial composition of the school environment may influence the body mass index (BMI) of children aged 10 to 18 years. This research may be viewed as extending prior work that has found that the prevalence of risk behaviors among nonwhite adolescents is influenced by exposure to white adolescents.
This research used data from the Survey of Adults and Youth, which was conducted as part of the evaluation of the Robert Wood Johnson Foundation's Urban Health Initiative. The study population for this analysis is comprised of parent and child respondents in the 2004 to 2005 survey wave who lived in one of the five program cities: Baltimore, Detroit, Oakland, Philadelphia, and Richmond. We constructed two-level school random effects models and added school and census tract-level variables that describe the racial composition of the residential community and the school attended.
Black and Hispanic adolescent girls who attend schools with a mostly nonwhite student body have higher BMIs than do their white counterparts. However, black girls in predominately white schools do not have higher BMIs than white girls. Further, black and Hispanic girls whose schoolmates are predominately white have significantly lower BMIs than black and Hispanic girls in schools where fewer than half the students are white. These associations are not found among boys, and are net of a broad variety of individual, household, and group level characteristics.
Our findings suggest that the BMI of minority adolescent girls is influenced by the norms of the social environment.
Foldy, E.G. Buckley, T.R. & Rivard. P. Power, Safety and Learning in Racially Diverse Groups. Academy of Management Learning and Education 8(1) 2009.
Ospina, S. and E. G. Foldy A critical Review of Race and Ethnicity in the Leadership Literature: Surfacing Context, Power and the Collective Dimensions of Leadership.. The Leadership Quarterly, 20
Leadership studies focusing on race–ethnicity provide particularly rich contexts to illuminate the human condition as it pertains to leadership. Yet insights about the leadership experience of people of color from context-rich research within education, communications and black studies remain marginal in the field. Our framework integrates these, categorizing reviewed studies according to the effects of race–ethnicity on perceptions of leadership, the effects of race–ethnicity on leadership enactments, and actors' approach to the social reality of race–ethnicity. The review reveals a gradual convergence of theories of leadership and theories of race–ethnicity as their relational dimensions are increasingly emphasized. A shift in the conceptualization of race–ethnicity in relation to leadership is reported, from a constraint to a personal resource to a simultaneous consideration of its constraining and liberating capacity. Concurrent shifts in the treatment of context, power, agency versus structure and causality are also explored, as are fertile areas for future research.
Sharkey, Patrick. Neighborhoods and the Black-White Mobility Gap. Washington, D.C.: The Economic Mobility Project: An Initiative of The Pew Charitable Trusts. View Report
Vidales, G., Day, K. & M. Powe. Police and immigration enforcement: Impacts on Latino(a) residentsâ€™ perceptions of police. Policing: An International Journal of Police Strategies & Management, Vol. 32 Iss: 4, pp.631 - 653.
Purpose – Recent years have witnessed a national policy shift towards involving state and local police in enforcing US federal immigration laws. Critics argue that involving local police in enforcing immigration law will decrease Latino(a) and immigrant residents' willingness to report crime and their cooperation with the police, and will also increase racial profiling and negatively impact documented and undocumented residents. This paper aims to examine Latino(a) residents' perceptions of the police before and after an extended local controversy about involving police in enforcing immigration laws in Costa Mesa, California.
Design/methodology/approach – The paper reports findings of a before-and-after study in the Westside area of the City of Costa Mesa, California. Methods include Spanish and English language telephone surveys of Latino(a) and non-Latino(a) residents in the Westside (n=169 respondents before and n=91 respondents after), conducted in 2002 and in 2007.
Findings – In survey responses, Latino(a) residents report that they are more likely to be stopped by the police in 2007 compared to 2002. Latino(a) respondents also have more negative perceptions of the police, find the police less helpful, feel less accepted in the community, and say that they are less likely to report crimes after the controversy, compared to before.
Originality/value – The findings show the importance of policies that encourage cooperation with and trust of the police. These results can help inform cities about the potential impacts of involving local police in immigration enforcement.
Blustein, J., Valentine, M., Mead, H. & Regenstein, M. Race/Ethnicity and Patient Confidence to Self-manage Cardiovascular Disease. Medical Care. 2008; 46(9):924-9.
Background: Minority populations bear a disproportionate burden of chronic disease, due to higher disease prevalence and greater morbidity and mortality. Recent research has shown that several factors, including confidence to self-manage care, are associated with better health behaviors and outcomes among those with chronic disease.
Objective: To examine the association between minority status and confidence to self-manage cardiovascular disease (CVD).
Study Sample: Survey respondents admitted to 10 hospitals participating in the Expecting Success program, with a diagnosis of CVD, during January-September 2006 (n = 1107).
Results: Minority race/ethnicity was substantially associated with lower confidence to self-manage CVD, with 36.5% of Hispanic patients, 30.7% of Black patients, and 16.0% of white patients reporting low confidence (P < 0.001). However, in multivariate analysis controlling for socioeconomic status and clinical severity, minority status was not predictive of low confidence.
Conclusions: Although there is an association between race/ethnicity and confidence to self-manage care, that relationship is explained by the association of race/ethnicity with socioeconomic status and clinical severity.
Clements, M., Aber, J.L., & E. Seidman. The Dynamics of Life Stressors and Depressive Symptoms in Early Adolescence: A Test of Six Theoretical Models. Child Development 79(4), 1168-1182.
Structural equation modeling was used to compare 6 competing theoretically based psychosocial models of the longitudinal association between life stressors and depressive symptoms in a sample of early adolescents (N= 907; 40% Hispanic, 32% Black, and 19% White; mean age at Time 1 = 11.4 years). Only two models fit the data, both of which included paths modeling the effect of depressive symptoms on stressors recall: The mood-congruent cognitive bias model included only depressive symptoms to life stressors paths (DS→S), whereas the fully transactional model included paths representing both the DS→S and stressors to depressive symptoms (S→DS) effects. Social causation models and the stress generation model did not fit the data. Findings demonstrate the importance of accounting for mood-congruent cognitive bias in stressors–depressive symptoms investigations.
Conley, D. and R. Glauber. Wealth Mobility and Volatility in Black and White. Washington, D.C.: Center for American Progress. View/download report
Ingrid Ellen, Amy Allen Schwartz, Leanna Stiefel Do Economically Integrated Neighborhoods Have Economically Integrated Schools? Howard Wial, Ha; Wolman and Margery Austin Turner, Eds, Urban and Regional Policy and it's Effects. Washington, DC: Urban Institute Press, pp 191-205.
The goal of this book, the first in a series, is to bring policymakers, practitioners, and scholars up to speed on the state of knowledge on various aspects of urban and regional policy. What do we know about the effectiveness of select policy approaches, reforms, or experiments on key social and economic problems facing cities, suburbs, and metropolitan areas? What can we say about what works, what doesn’t, and why? And what does this knowledge and experience imply for future policy questions?
The authors take a fresh look at several different issues (e.g., economic development, education, land use) and conceptualize how each should be thought of. Once the contributors have presented the essence of what is known, as well as the likely implications, they identify the knowledge gaps that need to be filled for the successful formulation and implementation of urban and regional policy.
Persily, Nathaniel, Jack Citrin and Patrick J. Egan, eds. Public Opinion and Constitutional Controversy. Oxford University Press.
American politics is most notably characterized by the heated debates on constitutional interpretation at the core of its ever-raging culture wars, and the coverage of these lingering disputes is often inundated with public-opinion polls. Yet for all their prominence in contemporary society, there has never been an all-inclusive, systematic study of public opinion and how it impacts the courts and electoral politics. This book provides a comprehensive analysis of American public opinion on the key constitutional controversies of the 20th century, including desegregation, school prayer, abortion, the death penalty, affirmative action, gay rights, assisted suicide, and national security, to name just a few. With chapters focusing on each issue in-depth, the book utilizes public-opinion data to illustrate these contemporary debates, methodically examining each one and how public attitudes have shifted over time, especially in the wake of prominent Supreme Court decisions. The chapters join the “popular constitutionalism” debate between those who advocate a dominant role for courts in constitutional adjudication and those who prefer a more pluralized constitutional discourse. Each chapter also details the gap between the public and the Supreme Court on these hotly contested issues and analyzes how and why this divergence of opinion has grown or shrunk over the last fifty years.
This article examines the extent to which family wealth affects the Black–White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3–12). This study found little evidence that wealth mediated the Black–White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children’s math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children’s test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children’s private school attendance.
For decades, social scientists have relied on sibling correlations as indicative of the effect of “global family background” on socioeconomic status. This study advances this line of inquiry by drawing on data from the Panel Study of Income Dynamics to analyze racial differences in siblings' labor market and socioeconomic outcomes. We find that African Americans have lower sibling correlations in labor market earnings and family income than whites. Across the life course, African American siblings move toward greater resemblance than whites. These findings suggest that the effect of family background on socioeconomic outcomes is weaker for African Americans than for whites. Volatility in earlier career stages may suppress the effect of family background on labor market outcomes, and this dynamic is especially pronounced for African Americans who lack resources to insulate themselves from volatile events.
Research on fear of crime typically examines the perceptions of those who fear, emphasizing women’s experiences of vulnerability in public space. In this paper, I invert this practice to examine instead men’s experiences of being feared in public spaces. Drawing on interviews with 82 male college students, I use a social constructionist approach to examine how men’s experiences of being feared interact with men’s formation of racial identities and the racialization of public places. Fear is a key mechanism for justifying and maintaining race privilege and exclusion. The experience and interpretation of being feared (or not feared) in public space intersects with men’s construction of gender and race identities, and the ways that men assign racial meanings to public places. This paper examines these processes and proposes strategies for challenging fear and the exclusion it supports.
Day, Kristen. Active living and social justice: Planning for physical activity in low income and black and Latino communities. Journal of the American Planning Association, 72(1): 88-99.
Abstract The U.S. faces rising rates of overweight and obesity. Active living-urban planning and design to promote physical activity?has emerged as a strategy to combat growing obesity. The active living movement initially targeted mostly middle-class, suburban communities. In this article, I argue that planning for active living must especially address low-income, Black, and Latino communities, where obesity and related health risks are greatest and resources least available. First I review the problem of obesity and related health conditions among low-income, Black, and Latino populations in the U.S., and identify the role of insufficient physical activity in this problem. I then examine physical environment and other factors that shape opportunities for physical activity in low-income communities and communities of color. Finally, I identify strategies that may help to promote active living in urban settings to better serve these communities. Abstract The U.S. faces rising rates of overweight and obesity. Active living-urban planning and design to promote physical activity?has emerged as a strategy to combat growing obesity. The active living movement initially targeted mostly middle-class, suburban communities. In this article, I argue that planning for active living must especially address low-income, Black, and Latino communities, where obesity and related health risks are greatest and resources least available. First I review the problem of obesity and related health conditions among low-income, Black, and Latino populations in the U.S., and identify the role of insufficient physical activity in this problem. I then examine physical environment and other factors that shape opportunities for physical activity in low-income communities and communities of color. Finally, I identify strategies that may help to promote active living in urban settings to better serve these communities.
In this article, I reflect on how my white racial identity shaped and, in turn, was shaped by my dissertation data collection. I identify specific choices and experiences in the research interviews that were influenced by my race, using data both from my own journal as well as feedback about my interviews from two informants of color. I also trace how conducting the interviews and writing about them in my journal affected how I make meaning of my racial identity. I offer these reflections as a contribution to two conversations, both related to exploring and learning about race. First, my discussion of how being white influenced my study contributes to important dialogues about how researcher identities reverberate through the research process. Second, my consideration of the change in my racial identity suggests implications for those interested in learning from and about race. Specifically, it suggests that whites must claim a voice on race in order to contribute meaningfully to cross-racial learning.
Macinko, J., Shi, L. & Starfield, B. Wage inequality, health care, and infant mortality in 19 industrialized countries. Social Science & Medicine Volume 58 Number 2, pages 279-292.
Schwartz, A.E. & Gershberg, A.I. Immigrants and Education: Evidence from New York City. in Milano Review, Howard Berliner, ed., V.4, pp. 7-16.
In many urban areas in the United States, immigrant children and the children of immigrants are transforming local schools. Immigrant children face - and pose - significant challenges to these schools, challenges that are in many ways greater than those of earlier waves of immigrants. There is, however, relatively little existing research investigating the ways urban public school systems treat and are influenced by the increasing numbers of immigrant children. Using an extraordinarily rich, student-level panel data set covering all 850 of New York City's elementary and middle schools for 5 years, linked to institutional information on the schools themselves, we study the experience of one large urban school system. Given the extraordinary size and diversity of the immigrant population in New York City, we can consider separately subgroups of immigrants whose experiences in and impacts on urban schools systems are likely to differ greatly. This is particularly important for drawing lessons for other urban areas that face flows of immigrants from specific countries of origin.
Our project contains a cross-sectional and a time series component. To start, we examine the characteristics of the schools and districts attended by New York City's immigrant children, including the extent to which the teachers and resources of different groups of immigrant children differ from each other and from the typical native-born student. We examine the degree to which they are segregated within the city's districts and schools - and investigate the extent to which segregation differs between elementary and middle schools. This is particularly interesting because of the strong link between elementary school choice and residential location and the weaker link (and greater degree of choice) at the middle school level.
We will also focus on the "receiving" schools from the perspective of the native-born students, particularly minority and poorer students. While the presence of recent immigrants brings some supplemental federal funding, and additional resources are typically directed at students with Limited English Proficiency, the net resource impact on the schools and their students is poorly understood.
In the second component of our project (exploiting the time-series nature of our data) we will examine changes in school composition over time. Do specific characteristics drive patterns of change? At the school level, we will assess whether and how the presence of native-born students changes in response to changes in the share of students who are immigrants, children of immigrants, and those with limited English proficiency. By tracking the movement of children from one school to another, we can investigate the characteristics of the origin and destination schools (such as population composition and school resources) that appear to affect mobility and identify groups most sensitive to these factors. Are urban school districts in high immigrant areas likely to suffer from more middle-class flight? To what extent does the response depend upon the socioeconomic characteristics of the immigrants - their race, ethnicity, language proficiency, and/or country of origin? This second piece moves beyond a cross-sectional assessment of the resource allocations and impacts associated with immigration, to suggest how these impacts will change over time for other urban districts receiving immigrant children and, perhaps, the issues and problems that policymakers to consider in formulation policy responses.
New Urbanism is increasingly applied to revitalize diverse urban neighborhoods. New Urbanism relies on an ideal of “community” that makes its suitability for these contexts questionable. This article examines the use of New Urbanism to revitalize neighborhoods with diverse populations, investigating the following concerns: (1) physical changes may not be the best solutions for the social problems that often face such neighborhoods, (2) New Urbanist ideas may have different meanings to different groups of neighborhood residents, (3) New Urbanist neighborhood renovation may displace low-income residents, and (4) New Urbanist participatory design processes may not accommodate diversity. The article presents findings from a case study of the Westside of the city of Costa Mesa, California. Recommendations suggest alternative planning and design strategies to support and reinvigorate diverse, urban neighborhoods.
This reader uses an alternative approach to gender at work to provoke new thinking about traditional management topics, such as leadership and negotiation.Presents students with an alternative conceptual approach to gender in the workplace. Connects gender with other dimensions of difference such as race and class for a deeper understanding of diversity in organizations. Illustrates how traditional images of competence and the ideal worker result in narrow ways of thinking about work, limiting both opportunity and organizational effectiveness. Provokes new ways of thinking about leadership, human resource management, negotiation, globalization and organizational change.
Ely, R., Foldy, E.G. & Scully, M. Reader in Gender, Work and Organization. Blackwell Publishers, .
This reader uses an alternative approach to gender at work to provoke new thinking about traditional management topics, such as leadership and negotiation. Presents students with an alternative conceptual approach to gender in the workplace. Connects gender with other dimensions of difference such as race and class for a deeper understanding of diversity in organizations. Illustrates how traditional images of competence and the ideal worker result in narrow ways of thinking about work, limiting both opportunity and organizational effectiveness. Provokes new ways of thinking about leadership, human resource management, negotiation, globalization and organizational change.
This study on welfare reform contends that race and gender coalesce through historic and contemporary government, policy and market failures to deny benefits and jobs to women of color while blaming them for their condition. It is divided into three sections: the first addresses national policy trends with an emphasis on race and gender, the second looks at New York City, and the third offers recommendations. The report was published in the National Urban League's State of Black America, 2003.
Foldy, E.G. 'Managing' Diversity: Power and Identity in Organizations. in I. Aaltio-Marjosola & A. Mills (Eds.) Gender, Identities and the Cultures of Organizations. London, Routledge.
Conley, D. & Ryvicker, M. Race, Class and Social Control in the Streets. Sociological Forum. 2001, Vol. 16(4), pp. 759-772.
Jane Jacobs has recently become the most popular, pop sociologist around. There has been a spiked resurgence of media interest in her 1961 urban studies classic, The Death and Life of Great American Cities. This may be due partly to the recent release of her new book, The Nature of Economies. But there is probably something more to it. For journalists, Jacobs' account of the neighborhood life of New York City's Greenwich Village of the 1950s seems to induce nostalgic longings for a greater sense of community. The bustling, narrow streets Jacobs describes were filled with both small shops and tenement residences, with hoards of pedestrians engaged in both business and sociability, and with strangers and lifelong inhabitants alike. This apparent chaos was actually a ballet of multitudes and Jacobs uncovered the latent order that undergirded the community.
In the absence of universal coverage and an effective primary care delivery system for vulnerable populations, hospital emergency departments (EDs) are the ultimate safety net for many patients. This is especially true in New York City, where nearly 75 percent of ED visits in 1998 were for nonemergent care, or for emergent care that could have been treated in a doctor's office.1 Another 7 percent of visits required care in the ED, but were for potentially preventable conditions such as acute flare-ups of asthma or diabetes. New Yorkers who rely on EDs lack continuity in their health care and end up using costlier services. Why do so many patients depend on hospital emergency departments for primary care? Do they seek emergency care immediately, or do they have time and opportunity to obtain care at a doctor's office or neighborhood clinic? Do these patients have a usual source of care other than the ED? Do they have any contact with the health care system prior to their ED visit? Does insurance status, race, ethnicity, national origin, or gender have an influence on ED use?
To answer these questions, the Center for Health and Public Service Research at New York University conducted face-to-face interviews with 669 emergency department patients ages 18 to 55 at four hospitals in the Bronx.
Carlson, M., Blustein, J., Fiorentino, N.& Prestianni, F. Socioeconomic Status and Dissatisfaction Among HMO Enrollees. Medical Care. 2000, Volume 38, pages 506-516.
Conley, D. Wealth Matters. excerpted from Being Black, Living in the Red in Race, Class and Gender: An Anthology. Margaret L. Andersen and Patricia Hill Collins, Eds. 4th Edition. Wadsworth Press.
Conley, D. Honky. Berkeley, CA : University of California Press, .
Conley, D. Being Black, Living in the Red: Race, Wealth and Social Policy in America. Berkeley and Los Angeles: University of California Press.
What is more important--race or class--in determining the socioeconomic success of the blacks and whites born since the civil rights triumphs of the 1960s? When compared to whites, African Americans complete less formal schooling, work fewer hours at a lower rate of pay and are more likely to give birth to a child out of wedlock and to rely on welfare. Are these differences attributable to race per se, or are they the result of differences in socioeconomic background between the two groups?Being Black, Living in the Red demonstrates that many differences between blacks and whites stem not from race but from economic inequalities that have accumulated over the course of American history. Property ownership--as measured by net worth--reflects this legacy of economic oppression. The racial discrepancy in wealth holdings leads to advantages for whites in the form of better schools, more desirable residences, higher wages, and more opportunities to save, invest, and thereby further their economic advantages.Dalton Conley shows how factoring parental wealth into a reconceptualization of class can lead to a different future for race policy in the United States. As it currently stands, affirmative action programs primarily address racial diversity in schooling and work--areas that Conley contends generate paradoxical results with respect to racial equity. Instead he suggests an affirmative action policy that fosters minority property accumulation, thereby encouraging long-term wealth equity, or one that--while continuing to address schooling and work--is based on social class as defined by family wealth levels rather than on race.
|Opening Reception for Alonzo Adams' "Sienna Visions" -- Gallery Space at Wagner, Spring 2011||03/09/2011|
|The State of Young Black New York: Exploring Multi-dimensions of Black Identity||02/26/2011|
|Diversity and Intersections in Public Service||04/10/2010|
|The Future of Education in America: On Unequal Ground: Communities of Color, Educational Disparities and Closing the Achievement Gap in Urban Cities||03/22/2010|
|The Economics of Identity: How Poverty is Gendered and Raced||04/07/2009|
|Lifelines: Exploring and understanding the social determinants of health disparities among racial and ethnic minority women||03/24/2009|
|Race, Reproductive Rights Policy, and the New Administration:||03/11/2009|