@article{d026902c4bc643dbbba3ec0ae24b6373,
title = "Between “broken windows” and the “eyes on the street:” walking to school in inner city San Diego",
abstract = "While research on active school travel usually focuses on physical activity benefits, this study proposes a conceptual framework to understand children's well-being, cognitive development, and community life associated with walking to school in an inner-city neighborhood. A series of children-centered activities (surveys, cognitive mapping, and focus groups) revealed that students who walk to school develop an acute understanding of their environment and a distinct sense of community. They feel comfortable with “eyes on the street” of residents, shopkeepers, and patrons but they express discomfort in the presence of “broken windows,” i.e. cues of social disorder in the built environment. Their major concerns are about gangs and crime. Policies promoting walking to school should be responsive to these social milieu aspects and aim at communities{\textquoteright} overall well-being rather than focusing just on children's physical health.",
keywords = "Affordances, Mixed methods, Neighborhood risks, Walking to school",
author = "{Webb Jamme}, {Hu{\^e} T{\^a}m} and Deepak Bahl and Tridib Banerjee",
note = "Funding Information: This study was made possible by a grant from the USC Sol Price Center for Social Innovation. The authors thank Becky Modesto, Director of University Relations for the Price Family Fund, for her help in making contacts with the principals of the schools studied, and in obtaining their support, and many discussions they had with her in multiple visits to City Heights. The authors are indebted to the following principals and teachers for their cooperation in making this study possible: for Central, Principal Liz Duvall and Teacher Kristen Stacey; for Euclid, Principal Ana Biffle and Teachers Miguel Lerma, Carol Manivone, and Hilda Rodriguez-Babick; for Hamilton, Principal Diana Grijalva and Teacher Seth Geyer; for Joyner, Principal Beverly Charles, and Teacher Leticia Gaeta; for Rosa Parks, Principal Caroline Buguey, and Teacher Andrea Molina. Most importantly the authors thank the fifth-grader participants of this study and their parents for their approval and cooperation. Acknowledged here also is the Institutional Review Board of the San Diego Unified School District for their support and prompt approval of the project. The authors acknowledge the following graduate students from the USC Sol Price School of Public Policy who organized the study, collected, processed and analyzed the data: Pedro Ruiz, Jonathan Rivas, Katherine Taveras, Audrey Young, Robyn Goldberg, Helen Jadali, Maria Francesca Piazzoni and Grace Kim. Finally, the authors acknowledge valuable feedback and suggestions from reviewers and editors. Publisher Copyright: {\textcopyright} 2018 Elsevier Ltd",
year = "2018",
month = feb,
doi = "10.1016/j.jenvp.2018.01.004",
language = "English (US)",
volume = "55",
pages = "121--138",
journal = "Journal of Environmental Psychology",
issn = "0272-4944",
publisher = "Academic Press Inc.",
}