To understand the complexities involved with neighboring in public/private mixed-income communities, I conducted an ethnographic study of a HOPE VI site in a gentrifying neighborhood in New Orleans. Data was collected through 48 interviews, observation, mental maps, and casual encounters with residents living in the predominantly African American redeveloped St. Thomas Housing Development – renamed River Garden. I analyzed residents’ neighboring processes and how they socially constructed space, leading to the identification of several phenomena that shaped neighbor interaction in River Garden. As with previous HOPE VI neighborhood studies, within-group interaction was prevalent while cross-class interaction remained limited. Mechanisms that were intended to facilitate cross-class interaction were neutralized by the exertion of social control. Both limited mobility and neighborhood choice were factors that shaped residents’ perceptions of the neighborhood and motivated residents to either participate in the neighborhood as engaged residents or live as guarded residents dominated by constraints. I delineate the attributes of engaged residents to position neighborhood attachment as an important variable for neighbor interaction. Overall, the evidence illuminates class divisiveness among African American neighbors and demonstrates how the struggle for contested space creates a neighborhood filled with tension.

<p>The goal of this study is to understand how residents may benefit from living in a mixed income, HOPE VI development in the South. This analysis focuses on a former housing project and its immediate neighborhood in the aftermath of HOPE VI revitalization. I conducted a case study by utilizing original data collected from in-depth, semi-structured interviews and unstructured interviews, along with administrative records, evaluation data, media accounts, observation, and casual encounters. A unique contribution of this study of a HOPE VI development is that it also addresses the surrounding neighborhood. Furthermore, this case study offers a unique lens for examining contemporary black gentrification in a publicly constructed space. </p><p>A major finding of this study is that complex intra-racial social dynamics among African American community members may stem from HOPE VI intervention. Specifically, there may be limited positive interaction among residents in the development, and between them and residents of the proximate exterior neighborhood. Further, the nature of constrained interaction manufactures divisive processes for claiming space and community identity that may potentially have negative consequences for renters. </p><p>These consequences stem from a reproduction of space and community, which shapes social control, policing, and exclusion contests, among other tensions. Overall, this study brings to bear some unimagined consequences of HOPE VI that potentially neutralize anticipated benefits of mixed income living for the poor, based on real and perceived alterations of class, mobility, and shared identity in and around the development site.</p> / Dissertation

In the United States, public school enrollment is typically organized by neighborhood boundaries. This dissertation examines whether the federally funded HOPE VI program influenced performance in neighborhood public schools. In effect since 1992, HOPE VI has sought to revitalize distressed public housing using the New Urbanism model of mixed income communities. There are 165 such HOPE VI projects nationwide. Despite nearly two decades of the program’s implementation, the literature on its connection to public school performance is thin. My dissertation aims to narrow this research gap. There are three principal research questions: (1) Following HOPE VI, was there a change in socioeconomic status (SES) in the neighborhood public school? The hypothesis is that low SES (measured as the proportion of students qualifying for the Free and Reduced Lunch Program) would reduce. (2) Following HOPE VI, did the performance of neighborhood public schools change? The hypothesis is that the school performance, measured by the proportion of 5th grade students proficient in state wide math and reading tests, would increase. (3) What factors relate to the performance of public schools in HOPE VI communities? The focus is on non-school, neighborhood factors that influence the public school performance. For answering the first two questions, I used t-tests and regression models to test the hypotheses. The analysis shows that there is no statistically significant change in SES following HOPE VI. However, there are statistically significant increases in performance for reading and math proficiency. The results are interesting in indicating that HOPE VI neighborhood improvement may have some relationship with improving school performance. To answer the third question, I conducted a case study analysis of two HOPE VI neighborhood public schools, one which improved significantly (in Philadelphia) and one which declined the most (in Washington DC). The analysis revealed three insights into neighborhood factors for improved school performance: (i) a strong local community organization; (ii) local community’s commitment (including the middle income families) to send children to the public school; and (iii) ties between housing and education officials to implement the federal housing program. In essence, the study reveals how housing policy is de facto education policy.

The point of departure of this thesis is regeneration and how it is carried out in two countries, USA and Sweden. Urban regeneration, according to the used definition, seek either to support vulnerable communities by redistributing resources so that they can take advantage of them, or to promote growth and development and through this improve the situation for those in need. The thesis investigates and compare how the projects and their actors formulate, relate to and strive for a better use and higher value of space. The comparison will help to find lessons to be learned across the contexts. The main questions to be answered are: What elements of the projects or programs strive for a higher value of space in a similar way and what does it in different ways? What lessons for future regeneration can be learned from the comparisons? The comparison is based on the assumption that regeneration schemes can learn from one another across contexts and that this is a constructive way to improve knowledge of regeneration. Three cases are investigated. Townhomes on Capitol Hill and Capper Carrollsburg in Washington D.C., USA, are regenerated under the federal HOPE VI program that targets public housing areas. Gårdsten in Gothenburg, Sweden, is regenerated according to the aim of the municipality to decrease segregation. The comparison is made over five themes, organization, public participation, physical regeneration, social programs and social mix. The thesis highlights differences and similarities in the regeneration approaches and show how the cases aim to increase social, cultural and economic capital. The conclusion is that regeneration in USA could benefit from the way of regeneration according to the Swedish case with more participation and a long term focus of the process, and regeneration in Sweden could benefit from a greater focus on design and architecture as in the U.S. cases.

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