GraphSummit Copenhagen 2024 - Neo4j Vision and Roadmap.pptx
“Race”-ing to Equity: A Toolkit and Tale of Two Cities
1. “Race”-ing to Equity: A Toolkit
and Tale of Two Cities
john a. powell
Executive Director, Kirwan Institute for the Study of
Race and Ethnicity
Williams Chair in Civil Rights & Civil Liberties,
Moritz College of Law
New Partners for Smart Growth
Conference
Charlotte, NC
February 3, 2011
2. Overview
• Introductions
• Understanding the Geography of Opportunity
– Structural racialization and
• Changing the Geography of Opportunity
– Targeted Universalism
– Growing Communities of Opportunity
– Opportunity mapping
• East Baltimore Revitalization Initiative
• Racial Equity Impact Analysis
3. Our understanding of Opportunity has changed
over time….
STRUCTURAL RACIALIZATION AND
SYSTEMS THINKING
4. • One variable can explain
why differential outcomes.
• Structural Inequality
– Example: a Bird in a cage.
Examining one bar cannot
explain why a bird cannot fly.
But multiple bars, arranged in
specific ways, reinforce each
other and trap the bird.
5. • Understanding the
relationships among
these multiple
dimensions, and how
these complex intra-
actions change
processes
• Relationships are
neither static nor
discrete
5
6. Opportunity is….
Racialized… Spatialized… Globalized…
• In 1960, African- • marginalized people • Economic
American families in of color and the very
poverty were 3.8 times globalization
poor have been
more likely to be spatially isolated from
concentrated in high- opportunity via • Climate change
poverty neighborhoods reservations, Jim
than poor whites. Crow, Appalachian
mountains, ghettos, • the Credit and
• In 2000, they were 7.3 barrios, and the Foreclosure crisis
times more likely. culture of
incarceration.
7. Our opportunity context matters
Some people ride the “Up” Others have to run up the
escalator to reach “Down” escalator to get there
opportunity
8. The order of the structures
The timing of the interaction between them
The relationships that exist between/among them
8
10. Contd.
• The way we organize the built environment
has been based on racial segregation
• This creates psychological segregation
• Not only inefficient but also morally wrong
11. Why do some people have access to the “good
life” while others do not?
12. It’s more than a matter of choice…
The Cumulative Impacts of Spatial, Racial and
Opportunity Segregation
Segregation impacts a number of life-opportunities
Impacts on Health
School Segregation
Impacts on Educational Achievement
Exposure to crime; arrest
Transportation limitations and other
inequitable public services
Neighborhood Job segregation
Segregation
Racial stigma, other
psychological impacts
Impacts on community power and
individual assets
Adapted from figure by Barbara Reskin at: http://faculty.washington.edu/reskin/
14. Historic Government Role
• A series of federal policies have contributed to
the disparities we see today
– School Policy
– Suburbanization & Homeownership
– Urban Renewal
– Public Housing
– Transportation
14
15. TODAY,
Institutions continue to
support, not dismantle, the
status quo. This is why we
continue to see racially
inequitable outcomes even
if there is good intent
behind policies, or an
absence of racist actors. (i.e.
structural racialization)
16. • Factually correct
But what does this sentence
suggest?
Black students inherently not as capable?
• SR opens the analysis to impact of
housing on schools, concentrated
poverty in schools, under-
resourced schools
• Structures “normalize”. So when
we are navigating through
structures (ex. education system),
we do so without actively thinking.
• Example: We have
accepted the
normalization of testing in
the US.
17. – We look at the gap in testing
and ways to alleviate that
gap.
– A different approach:
• Finland has eliminated examination
systems that had previously tracked
students for middle schools and
restricted access to high schools,
among other key changes
– Outcome of changes: graduating
over 90% of HS students;
consistently high rankings on
international standards
– Takeaway: without
structural approach, we
misdiagnose the
problem
18. UNDERSTANDING THE GEOGRAPHY
OF OPPORTUNITY CAN MAKE OUR
REGIONAL INVESTMENTS MORE
EFFECTIVE.
But how can we rearrange structures so they provide
pathways to opportunity for everyone?
19. Changing the Geography of
Opportunity
Targeted Universalism
o Communication
o Policy
o Portland Example
Growing Communities of Opportunity
o Opportunity Mapping
20. A new way of talking and acting
TARGETED UNIVERSALISM
21. “Situatedness” is relational
• Problem: 3 people are
out to sea and a big
storm is coming.
• Goal: To reach the
people within 6 hours
• Assumption: If we can
reach them within 6
hours, we will save
them all
22. Example contd.
• But the 3 are not all in
the stormy water in the
same way…
• Which person would be
most likely to survive the
6 hours it would take to
reach them?
• If water is a “structure,”(housing,
education, etc.) some groups are
able to navigate the structure
more successfully than other
groups…
23. Targeted universalism as
• Moves beyond the disparities frame
• Focuses on the universal goals shared by all the
communities while being sensitive to the targeted
strategies that are responsive to the situation of
marginalized communities
24. Targeted Universalism as Strategy
*Promote Universal
Policies in Targeted
Ways*
• There is no “one size
fits all”
• “One vision, many
paths”
• Process:
• What is the goal?
• How do we tailor
strategies to
different groups,
who are differently
situated, to lift them
to that goal?
25. We’ve seen a Targeted Universalism approach at work before…
Neighborhood Stabilization Program
Context
• “the old inequality made the new inequality possible by creating
geographic concentrations of underserved..consumers” ripe for
exploitation
– Black and Hispanic communities were hardest hit by twin crises of
unemployment and foreclosures. Research shows that residential
segregation is a major contributing factor to the incidence of
foreclosure in communities of color, esp. in Black communities—the
greater the segregation, the higher the number and rate of
foreclosure. (Massey)
• And the destabilizing effects were not contained within these
neighborhoods (i.e. spillover)
• Solution? Targeted form of public investment: “We believe
fundamentally that with the broader recovery we should be
focusing resources on the places that are hardest hit.” (Sec.
Donovan)
26. Example contd.
Implementation
• What does this suggest about investment of NSP?
– Solutions for rebuilding neighborhoods need to address
the housing issues, the social infrastructure, and access to
credit in these neighborhoods.
– And should also provide access to higher opportunity areas
• Questions to consider:
– Are NSP funds contributing to increased concentrations of
rental units in high poverty neighborhoods, or
predominantly minority neighborhoods?
– Are NSP funds expended in conformance with
Affirmatively Furthering Fair Housing requirements?
• i.e. used to purchase affordable housing in high opportunity
neighborhoods?
27. In Tampa, NSP properties clustered in
neighborhoods of low income, and
neighborhoods that are predominantly
minority, which are the hardest hit areas….
28. These are also
neighborhoods of
lowest opportunity …
But a good number
of properties are also
in neighborhoods of
higher opportunity
30. The Opportunity Framework
– Deliberate, coordinated, and
regional investments in people,
places, and linkages
– Two-pronged approach:
• Targeted in-place, urban
revitalization strategies
• Mobility-based investments
for marginalized residents to
access high opportunity
communities’
These are Not opposing strategies! A sustainable,
transformative development strategy requires both
32. So Why Mapping?
Regional, racial and social
inequity often manifest as
spatial inequity
Mapping shows the
cumulative effects of
opportunity segregation
34. East Baltimore Revitalization
Initiative
New Partners for Smart Growth Conference
Scot T. Spencer, Associate Director for Advocacy and Influence
The Annie E Casey Foundation
www.aecf.org
35. The Revitalization Project
• A study was commissioned by the City, funded by
a foundation to answer the question ‘what would
it take to catalyze the redevelopment of the
neighborhoods north of Johns Hopkins?’
• The study underscored the need to be bold, to
undertake a development at some scale and to
capitalize on the intellectual capital of Johns
Hopkins
• There was very little mention of the
consequences of the proposed action on the
people who lived in the community…
37. Neighborhood Demographics (2000)
• 2nd poorest neighborhood in Baltimore City
• Median household income $14,900; city’s median ~
$32,000; regional median ~ $58,000
• 98% African-American
• Fewer than ½ of the adults were in the labor force
• Median sales price for a home was $28,000; city median
was $69,000
• 27% of residents over age 25 with HS diploma
• Community was part of the Federal Empowerment Zone
• Immediately north of Johns Hopkins hospital and
professional campus
38. The Planning Process
• Project was announced by the City in 2001; most
residents found out in the newspaper
• A 3-day community charrette was held in the
summer of 2001 and largely focused on an 88
acre area now referred to as “the piano”
• Plans called for the concentration of the
development in a 30 acre core resulting in
significant relocation (750 families) and
demolition (over 800 buildings, 550 in the first 30
acres)
40. Resident Organizing/Resident
Engagement
• A resident group - Save Middle East Action
Committee - was formed in response to the
project
• With a long history of distrust of Johns Hopkins,
the project was viewed as another land grab
• Residents began to organize “A House for a
House” campaign and sought a seat at the
leadership table
• Residents fought for (and won): Economic
Inclusion, Right to Return, Safe Demolition
Protocol
41. A Different Role for Philanthropy
• Invest in both sides of the discussion –
resident engagement and project
management
• Serve as a tool to amplify the resident voice –
anger, anxiety, resentment, ideas and ideals
and mourning
• Look for new ways to use resources to achieve
mutual benefit
• Leadership by example
42. Elements of a More Inclusive Process –
Some Lessons Learned
• Reframing the project from Economic
Development to Community Development to
Community Building
• Significant investment of resources – time and
capital
• Actively listening to and including the voices of
community
• Being nimble to respond to immediate issues
without losing sight of the long term goals
• Document the process to inform the field
45. Today’s Face, Tomorrow’s Future
Friends of Talladega College Meeting
New York, NY
October 11, 2005
http://www.aecf.org/KnowledgeCenter/PublicationsSeries/RaceMatters.aspx
46. Racial Equity Impact Analysis
Value of the Tool
• Encourages broad participation
in discussion
• Turns generally good ideas into ones that
can close racial gaps (From necessary to
sufficient policies and practices)
46
47. Racial Equity Impact Analysis
The Tool
1. Are all racial/ethnic groups who are affected by
the policy/practice/decision at the table?
2. How will the proposed policy/practice/decision affect each group?
3. How will the proposed policy/practice/decision be perceived by each
group?
4. Does the policy/practice/decision worsen or ignore existing
disparities?
5. Based on the above responses, what revisions are needed in the
policy/practice/decision under discussion?
47
48. Today’s Face, Tomorrow’s Future
Friends of Talladega College Meeting
New York, NY
October 11, 2005
For additional information, contact Delia Carmen
www.carmen@voices.org
50. Example: LEED certification
• LEED for Neighborhood Development recognizes
development projects that successfully protect and
enhance the overall health, natural environment and
quality of life in our communities.
• The rating system encourages smart growth and New
Urbanist best practices by promoting the location and
design of neighborhoods that reduce vehicle miles traveled
(VMT) and creating developments where jobs and services
are accessible by foot or public transit.
• It also promotes an array of green building and green
infrastructure practices, particularly more efficient energy
and water use—especially important in urban areas where
infrastructure is often overtaxed.
Source: US Green Building Council http://www.usgbc.org/ShowFile.aspx?DocumentID=6423
51. But where’s the “teeth”?
The following credit categories are included in the rating system:
Smart Location and Linkage encourages communities to consider location,
transportation alternatives, and preservation of sensitive lands while also
discouraging sprawl.
Neighborhood Pattern and Design emphasizes vibrant, equitable
communities that are healthy, walkable, and mixed-use.
Green Infrastructure and Buildings promotes the design and construction of
buildings and infrastructure that reduce energy and water use, while
promoting more sustainable use of materials, reuse of existing and historic
structures, and other sustainable best practices.
Innovation and Design Process recognizes exemplary and innovative
performance reaching beyond the existing credits in the rating system, as
well as the value of including an accredited professional on the design
team.
Regional Priority encourages projects to focus on earning credits of
significance to the project’s local environment.
Source: The Opportunity Agenda http://opportunityagenda.org/files/field_file/The%20Opportunity%20Impact%20Statement.pdf
52. Example: Opportunity Impact
Statements
• The Opportunity Impact Statement (OIS) is a
comprehensive evaluation tool that public bodies,
affected communities, and the private sector can use
to ensure that programs and projects offer equal and
expanded opportunity for everyone in a community or
region, as required by law.
• The Opportunity Impact Statement creates a uniform
enforcement protocol with consistent metrics to
facilitate compliance with anti-discrimination
protections and proactively to promote greater
opportunity.
Source: US Green Building Council http://www.usgbc.org/ShowFile.aspx?DocumentID=6423
53. Opportunity Impact Statements
Draft Opportunity Impact Statements would be prepared in accordance with
the scope of the project decided upon during the Opportunity
Assessment, which will determine what opportunity factors and
considerations will be examined. In addition, they must fulfill to the fullest
extent possible the requirements established for final Statements. Those
requirements should include:
1. The opportunity impact, measured by delivery of and/or access to services, job
creation, business openings, and community opportunity to participate in the
benefits of the project, with a discussion of community need;
2. Any adverse effects on the population’s opportunity which cannot be avoided
should the proposal be implemented;
3. Alternatives to the proposed action or ameliorative effects, including a cost-benefit
analysis; and
4. The degree to which the project will impact services or industries in a manner that
will meet projected long-term community employment and infrastructure needs.
The ultimate format for Opportunity Impact Statements should encourage both
solid analysis and clear presentation of the alternatives, allowing the agency, the
applicant, and members of the affected communities to understand the
opportunity implications of the proposed project
Source: The Opportunity Agenda http://opportunityagenda.org/files/field_file/The%20Opportunity%20Impact%20Statement.pdf