Sustainable Built Environments Senior Capstone Project / Social equity is an often-overlooked aspect of sustainability and is vital to the health of a community. The most successful sustainable initiatives benefit not only the environment and the economy, but consider the impacts on people as well. Education is an indicator of success and has the potential to improve the lives of low-income populations. Opportunities to receive high-quality education can foster social equity in communities by improving the lives of lower-income cohorts. While the link between the built environment and education level has been discussed, there is insufficient empirical evidence to support this connection. The purpose of this project is to examine the relationship between the built environment and high-school graduation rates, as an indicator of better opportunities for youth. Case studies of the three highest-rated high schools and the three lowest-rated high schools in Tucson, Arizona compare demographics of their surrounding neighborhoods. Social Equity Scores are assigned to each school and its two-mile radius to provide a view of equity through education opportunities in Tucson. Findings indicate that lower-quality education options are more readily available in areas of concentrated low-income and minority populations. The best high schools in Tucson are most available in neighborhoods with higher incomes and less minority residents. Some of the highest-rated schools in Tucson have equitable aspects, but still pose challenges to the provision of quality education to all. By increasing our understanding of equity issues related to the built environment, we can direct urban planning efforts toward more just and equitable societies.

America’s founding fathers identified education as the key for sustaining democracy and economic growth. When determining how the new country would organize education, they decided not to centralize higher education institutions under a national university, thus creating a federalist system unique from the European model. This format allowed for diversity in educational missions, which many theorists suggest allows the country to serve its heterogeneous population. Many institutions that focus on social equity do not perform as high as institutions with selective admissions criteria. As governments begin enforcing accountability policies that encourage performance, institutions with social equity missions may be adversely affected. Furthermore, higher education leaders fear that the focus on performance downplays the role of educational effectiveness. This research developed an Educational Performance Index (EPI)—a tool that combines measures of efficiency, effectiveness, and equity—to serve as an evaluation instrument for higher education institutions. The results of the study indicated that social equity related missions do have a negative relationship to traditional efficiency metrics; however, the composite EPI was not influenced by institutional characteristics, such as Carnegie Classification and attributes indicative of social equity missions. By controlling for these mission-related features, institutional performance can be measured more comprehensively. A third hypothesis compared the EPI scores to those of traditional academic rankings to test whether the EPI was similar to existing measures. This hypothesis was partially supported, but it also excluded nearly half of the institutions in the study because they did not have regional rankings. Through an exploration of the literature, this study asserts that the way higher education is measured has consequences in how institutions fulfill their missions. Current performance measures both in terms of graduation rates and in terms of academic rankings promote social inequity. The conclusions of this study presents an alternative instrument that provides an accountability mechanism that does not disincentivize institutions from serving the public good.

This report examines how the neighborhoods along the Metro Blue line have changed over the past two decades, and reflects on the current emerging issue in Transit oriented development (TOD), which is promoting equitable transit neighborhoods. The primary study area includes the route of the Metro Blue line through Los Angeles County where the most economically disadvantaged and marginalized communities are located in the county. In order to investigate the impact of the rail line effectively, the concept of Walksheds are used as the units of analysis, which is defined as the area within a half-mile walking distance from the transit station. Focusing on social equity impact of the transit system operation, the comparison analysis between Los Angeles County and the twenty-two Walksheds of each station in the line evaluates the changes in the close-by neighborhoods while also looking at various social demographic indicators that can reflect demographic shifts using decennial Census data of 1990, 2000, and 2010. While looking at the change through time series data analysis vertically, the performance of each station area is examined horizontally. Therefore, comparative analysis is conducted in four stages to figure out the extent to which the neighborhoods have changed, how rapidly the change occurred and whether the neighborhood change occurred in a positive way or not. The result from the four comparative analyses indicates that the Metro Blue line did not work as a catalyst for promoting economic opportunity in the region in spite of the initial expectations of its advocates. In the beginning of the rail operation of 1990, the neighborhoods along the rail line were excluded and poverty was widespread in the region. However, even after two decades, the twenty-two Walksheds along the Metro Blue Line still remain as undesirable places to live and marginalized as compared to the rest of the county. Moreover, the neighborhood change in the twenty-two Walksheds is negatively linked to the Walksheds based on the result of the comparative analysis. / text

The HOPE Scholarship began in the State of Georgia in 1993 and is a statewide, merit-based scholarship program for postsecondary students. The program is fully funded by the revenues received from the state’s lottery program, the Georgia lottery, which disproportionately receives contributions from minority and low-income populations. Using logistic and OLS regression analysis this research investigates the distributional equity of the HOPE Scholarship by comparing the award receipts of postsecondary students in Georgia. The study found that the race, ethnicity, immigrant generational status, first generation college student, and financial independence have a negative impact on the likelihood of a student receiving the HOPE Scholarship. The findings also suggest that HOPE Scholarship recipients who are black or African American, first generation college students, and those with financial independence receive less overall funding than those without these qualities. These results provide sound evidence that the HOPE Scholarship, a merit-based program targeted at helping to reduce educational disparities, may be failing to reduce higher education inequities in the state. Given the established relationship between education and future economic success, these types of merit-based, state-wide programs may inadvertently exacerbate existing disparities. Recommendations include a mandated program analysis to promote accountability among program administrators, policymakers, and the greater public.

The purpose of this thesis is to analyze the extent of public transit access equity issues in Richmond, VA. The City of Richmond has an established public transportation network system, and the thesis explores the level of access for urban residents to use existing public transportation services. Technologies and programs have begun to emerge across the United States to help solve transit accessibility challenges. The thesis assesses the level of transit access equity that exists in Richmond and introduces technologies and services that could help improve accessibility and equity. The thesis uses a mixed methods approach that will consist of accessibility and equity measures, Geographic Information System (GIS), and key informant interviews.

La DSE est née des premières actions caritatives catholiques et s'est consolidée grâce à la proclamation de textes pontificaux sur la dignité humaine au cœur de l'activité économique. Sans livrer un manuel scientifique d'utilisation, la DSE proclame des principes et oriente implicitement les comportements des agents économiques qui s'y réfèrent. Le études transversales entre la DSE et les filières de l'économie et de la gestion sont rares. La DSE, de son côté, ne proclame ni modèles ni stratégies d'entreprises précises. Une étude critique des principaux courants économiques, du courant de la Responsabilité Sociale des Entreprises (RSE) ainsi que de certains modèles de management à la lumière de principes de la DSE permet d'identifier les postulats que la DSE approuve et ceux qu'elle réprouve en termes de respect de la dignité de la personne. La DSE s'adresse particulièrement aux patrons d'entreprise, principaux promoteurs de la répartition équitable de la valeur ajoutée entre parties prenantes, notamment s'ils aspirent à la pérennisation de leurs activités économiques. La DSE permet de justifier la cohabitation possible entre équité sociale et efficacité économique travers la conversion perpétuelle du progrès économique en développement humain. À travers l'universalité de se principes, la DSE est susceptible d'être acceptée par tous les hommes de bonne volonté. Des dirigeants de diverse origines culturelles construisent implicitement leurs objectifs et leurs lignes de conduite sur ces principes. Ils sont convaincus que la réussite de leurs affaires est étroitement liée à leur souci permanent de respecter le principe de la dignité humaine. / The SDC was born from the first catholic charitable actions and was later consolidated by the proclamation of pontifical texts on the dignity of the human person within economic activity. Though not providing a scientific instruction manual, the SDC proclaims principles and implicitly orients the behavior of the economic agents who refer to it. Transversal studies linking the SDC to the scientific channels of economics and management are rare. The SDC, on its part, proclaims no precise models or strategies for enterprises. A critical study of the main economic currents, of the Corporate Social Responsibility (CSR) stream and of some management models in light of the SDC principles allows identifying the postulates approved by the SDC, as well as the ones disproved, with regard to personal dignity and human development. The SDC is particularly addressed to business executives, as they are the main promoters of an equitable distribution of the added value among the stakeholders, especially if they aspire at a perpetuation of their activities. This teaching allows the justification of a possible coexistence between social equity and economic efficiency. It proclaims that economic progress ought to be constantly converted into development of the common good. Thanks to the universality of its principles, the SDC is likely to be accepted by all people of good will. Business executives of diverse cultural origins implicitly build their objectives and set up their lines of action on these principles. They are convinced that success in their businesses is intimately connected with a permanent concern for respecting the ultimate principle of human dignity.

This thesis explores the concept of sustainability in the context of the community expectation for sustainability in cities. Effective sustainability performance requires all three pillars of environmental sustainability (stewardship), social equity and economic efficiency to achieve complementary outcomes rather than simply individual outcomes. For cities, one challenge of sustainability is centred on urban form, transport characteristics and the interactions between these and the communities they support. Better understanding of these dynamics is an important step in a meaningful interpretation of sustainability performance of cities. Reviews of methodological gaps in sustainability performance of cities are framed into a statement of problem. Gaps include a holistic assessment framework, methodologies to better understand urban dynamics, the drivers that produce sustainability performance and to objectively measure the performance of all three pillars of sustainability. The common transport planning and land-use planning methods are identified as suitable building blocks for improvements in sustainability assessment, and accessibility is established as an important part of sustainability. In a new approach to sustainability analysis, a sustainability framework is formulated. A concept of "environmental sustainability - accessibility space" is introduced as a novel visualisation of sustainability performance. Propositions are formed that a city's sustainability performance can be analytically quantified and simply visualised in terms of the three pillars of sustainability. Sydney, a global city with a history of planning, is the case study to empirically test the propositions, with the sustainability framework providing the conceptual reference points. Having developed a picture of the urban dynamics in the Sydney case study, the proposed sustainability metrics are developed and the propositions tested. Sustainability metrics consisting of three typologies are shown to indicate the sustainability performance characteristics for the three pillars of sustainability in terms of data set shape, frequency and spread in the "environmental sustainability accessibility space". The visualisations although built from many thousands of pieces of data provided a simple representation giving a holistic view of the sustainability characteristics and trends. Collectively, the sustainability framework, sustainability metrics, companion urban dynamics metrics, and urban system measures are demonstrated as a meaningful methodology in assessing city sustainability performance.

Experts agree that children need access to green spaces. Many urban children live in degraded environments unsuitable for outdoor play. Children primarily play in school yards. Low-income and African American children are often the victims of social, economic, and educational inequalities leading to the under-allocation of resources for their public schools. Patterns of wealth, advantage and disadvantage are geographically visible in Philadelphia's urban fabric in the segregation of many black and low-income neighborhoods. This is a direct result of historic urban development . Revitalization has aimed at rejuvenating the inner-city economically, but has lead to the displacement of many poor black families and increased segregation of classes. There is a high population of low-income African American children attending public schools in the inner-city. Philadelphia is known for their public-private funding partnerships for community projects and services. Funding problems resulting from low-tax revenue and disinterest of private investors have lead to a disparity in achievement and curriculum between city public schools, private, and suburban public schools. Federal policies attempt to lessen this gap and provide incentives for environmental education programs, but poorer schools lack the funding to expand curriculum and improve or maintain playgrounds. Philadelphia's parks and recreation programs have tried to provide child playscapes to disadvantaged children and schools additional outdoor resources, but racial tensions and neighborhood segregation act as repressors to this success. Guidelines are needed to help create programs and policies that can mitigate disadvantaged children's environmental equity. / Master of Urban and Regional Planning

Equity is an American ideal, one that is considered the cornerstone to good governance (Gooden, 2011). Achieving equity requires the eradication of racial disparities in opportunities and outcomes, particularly in education. Creating equitable educational experiences at community colleges is the focus of this research. The purpose of study is to examine the issue of social equity within community colleges in an effort to understand: (1) their efforts to promote student success through equity; (2) their commitment to social equity; and (3) the institutional change that is necessary to create an institutional culture that values social equity and is accountable for equitable student outcomes. Social equity is intrinsic for the promotion of student success within community colleges. The primary findings of this study are the: Leadership at the president and senior administrator level is necessary for the conceptualization and communication of an institutional vision of equity. Once leadership direction and commitment has been established, broad engagement across the institution is necessary for implementation of institutional changes needed to achieve equity. Improving student success was defined as the means for achieving equity by Round 1 Achieving the Dream colleges. It is vitally important to have the institutional research capacity that allows for analysis of student progression data, examination of achievement gaps through the disaggregation of student outcome data, evaluation of efforts implemented to improve equitable student outcomes and the overall culture of data informed decision making. Round 1 Achieving the Dream colleges are more comfortable with the “lift all boats” approach to student success versus a targeted approach based on data disaggregation and achievement gaps. To implement equity, it is important for community colleges to respond to outcome disparities on an institutional level by committing to the goal of equity. This study shows that recognizing inequity is the first step toward achieving equity. The pursuit of social equity within our public institutions and those that they serve is imperative to a nation that values democratic ideal of equality.

Social marginalization and isolation of target populations are growing areas of concern for policy administrators. African American Lesbian, Gay, Bisexual, and Transgender (AA LGBT) individuals are not permitted full political, economic, or moral citizenship and thus are in society but not completely of it. Legislation such as North Carolina's House Bill 2 (HB2) has the potential to dissolve the social contract connecting life, liberty, and the pursuit of happiness at the microlevel. The emerging U.S. trend of moving societally from universal access in microlevel institutions toward more market-based strategies poses a formidable challenge for this target population. The purpose of this qualitative phenomenological study was to understand the impact of substantive public policy such as HB2 on the lived experiences of AA LGBT community members at the microlevel in North Carolina in order to provide positive social change via public policy and administration. The theoretical basis for this study was Bronfenbrenner's ecological systems theory with emphasis placed on the impact of HB2 at the microlevel. Data were gathered from 10 telephone interviews with members of the AA LGBT community who were 18-30 years of age. Data from the study were deductively coded and subjected to a thematic analysis procedure. Findings indicate that substantive policy has a considerable impact on minority target populations. Consequently, this study will assist in raising awareness amongst policymakers regarding the lived experiences of racial and sexual minorities because of public policy and contribute to the overall understanding of the spillover effects of substantive law regarding the lived experiences of minority target populations.