CHSC 431: Community Assessment This Spring the students of CHSC 431: Community Assessment, a graduate-level core UIC School of Public Health class engaged in a collaborative learning experience with students and faculty at Pedro Albizu Campos Puerto Rican High School to conduct a community health assessment of Humboldt Park. The UIC SPH class of nearly 40 students broke into six groups of students to assess separate health areas identified by PACHS as important - gentrification/sense of belonging; issues of LGBTQ youth, physical activity, nutrition, young women's sexual/reproductive health, and health literacy/diabetes. Each group engaged in a mixed method assessment modeling the assessment component of the Mobilizing Action through Planning and Partnerships (MAPP) process typically carried out by local health departments. Each group had at least two members engaged in an ongoing community learning experience so as to better discern community perspectives with respect to their health topic. The learning experience ranged from to engaging/facilitating small group learning to facilitating a schoolwide survey to volunteer coaching of a youth sports club. Existing quantitative data on population demographics, health status and health behavior were analyzed in light of qualitative data from key informant interviews, participant observation or focus groups (debriefing groups) gathered from community engaged learning experience characterizing/contextualizing the health topic. Preliminary findings were discussed at Humboldt Park Library 4/21 and 4/28.

1. Forces of Change in Humboldt Park:
Belonging and Gentrification
CHSC 431 Spring 2010 Group 1: Youth Wellness
Anne Buffington, Jenilee Candari, Shannan Chehade,
Thomas Grieve, Brett Sloan, Katherine Swain

2. Belonging and Gentrification
 Assessment at two levels:
◦ Partner high school
◦ Larger HP community
 How is community experience and belonging shaped
by demographic housing and other trends?
◦ How does this affect health and well-being?
 Contextual factors
◦ Demographic trends
◦ Income diversity
◦ Housing burden
◦ Gentrification
◦ Foreclosures
◦ Other factors

4.  “Humboldt Park is an area of Emerging Bipolarity. The
number of both high and low-income families is
increasing. Fifteen of Chicago’s 77 community areas
with 22% of Chicago’s population fit this pattern.” (Metro
Chicago Information Center, US Census 2000 data)

5. “Bipolar communities, in general, are
places with a great deal of contested
ground” Metro Chicago Information Center

6.  “A high housing burden is defined as any household spending
more than 30% of its income for rent or mortgage payments.”
Metro Chicago Information Center

9.  Many agencies working on housing issues
◦ Latin United Community Housing Association (LUCHA)
◦ Bickerdike Redevelopment Corporation
◦ Local Initiatives Support Corporation (LISC)
 Other organizations focused on maintaining strong
neighborhood culture
◦ PRCC
◦ Division Street Business Development Association
◦ Humboldt Park NO SE VENDE! campaign
◦ Many others

10.  Quantitative
◦ Youth wellness survey at partner school (n=107)
◦ Existing youth wellness data review (YRBS, CPS Student
Connection survey)
◦ Analysis of existing data through real estate and housing
mapping services
 Qualitative
◦ Key informant interviews (n=8)
◦ Content analysis of video from partner school
◦ Participant observation: HP quarterly meeting at Bickerdike
Redevelopment Corporation 2/17
◦ Participant observation: presentation of 2009 survey results at
partner school 3/24

11.  Wellness survey given to students at partner school 4/13-4/15/10
◦ n=107
 Survey originally developed and administered in 2009 by Dr.
Michelle Kelley and Lynne Klasko (UIC SPH)
◦ n=104
 Some questions taken from existing survey tools (YRBS, Add
Health, etc), others developed specifically for partner school
 Two of our group members presented findings from 2009 survey for
a partnership meeting with faculty and staff

12.  Changes to survey in 2010
◦ Several existing questions modified in response to student
feedback to 2009 survey
◦ 4 new questions submitted by other CHS 431 groups
◦ 1 LGBTQ identification question
◦ 3 questions on eating habits
◦ 2 questions on physical activity
◦ 3 new questions added per suggestion of partner school
faculty/staff
◦ In school experiences of discrimination (1 question)
◦ Confidence in having tools needed to finish HS/College (2
questions)
◦ Survey reformatted/reworded

13.  Total number of questions =81
◦ Demographics (6 questions)
◦ School-specific questions (3)
◦ LGBTQ identification (1)
◦ Confidence in finishing high school and college (4)
◦ Stress/depression “distress measures” (6)
◦ Sleep (1)
◦ Depression (1)
◦ Flourishing measures (12)
◦ Experiences of discrimination (2)
◦ Coping strategies (10)
◦ Experience with school (6)
◦ Specific course at partner school (6)
◦ Family (4)
◦ Neighborhood (10)
◦ Extracurricular participation (1)
◦ Eating habits (3)

14. Analytical Approach: Quantitative
Analysis of Youth Survey
 Specifically focused and analyzed questions
pertaining to community experience and belonging
on Youth Wellness Survey
 Using descriptive statistics, included measures of
central tendency and measures of variability about
the average
 Used Youth Wellness Survey 2009 to compare to
2010
◦ Using inferential statistics to help deductions to be made
from the data collected and to relate findings to the High
School and Humboldt Park
◦ Cross tabulation

15. Very Confident Somewhat Confident
2009 2010
18%
23%
77%
82%
 Students report a high level of confidence that they will finish high
school in 2009: 82% are very confident, and 18% are somewhat
confident
 In 2010, 77% of students reported a high level of confidence, and
23% of students are somewhat confident

16. 2009 2010
12% 8%
41% 46%
47%
46%
 Very similar data reported in 2009 and 2010
Very Confident
Somewhat Confident
Not Confident

17. How often were you treated unfairly
or with disrespect because of your
race or ethnicity?
No response
3% 7%
36% 17% Always
Usually
Sometimes
37%
Never

18. Very often (1 or more
times a week)
13% Often (1 or more times a
35% month)
10%
Sometimes (A few
times in the past year,
but not every month or
every week.)
42% Never

19.  Most research on health effects of discrimination
focuses on adults
 Many studies have found a strong relationship
between perceived discrimination and poor
mental health outcomes, including depression
and anxiety
 Other studies of adult populations have also
linked perceived discrimination to health
problems including high blood pressure, obesity,
and substance use
Pascoe and Richman, 2009

20. Very often (1 or
more times a
week)
7% 7%
Often (1 or more
times a month)
Sometimes (A few
12% times in the past
74% year)
Never

21. 60.00% 55.30%
50.00%
35.90%
40.00%
30.00%
20.00%
10.00% 5.80% 2.90%
0.00%
Strongly Agree Disagree Strongly
Agree Disagree

22. 60% 52.30%
50%
40%
30% 20%
14.30% 13.30%
20%
10%
0%
Strongly Agree Disagree Strongly
Agree Disagree
This class specifically focused on social justice
issues and concepts

23. How often did you feel that you had experiences that
challenged you to grow and become a better person?
21% No Response
Every Day
28% 5% Almost Every Day
2-3 T imes a Week
17% About Once a Week
11%
1-2 a Week
Never
5% 1%
29%

24. understand my relationship to the see how I can make a postive
larger society difference in my community
10.50% 20% 12% 20%
18.10%
17%
51.40%
Strongly Agree Agree 51%
Disagree Strongly Disagree
 This question relates to a specific class that examined social
justice/analysis
 Over 70% of students “strongly agree” or “agreed” that their class
environment helps them understand connections to a larger society and
how they can make a positive impact on their community

25. Neighborhood Experience
Do you live in the Greater Humboldt Park area
(Humboldt Park/Westtown)?
No 64% Yes 36%

26. Neighborhood Experience
11% 8% 6%
3%
11% 3%
3%
3%
11%
3%
14%
3%
32%
Logan square Cicero Hermosa Elmwood
I. Park Cragin Englewood W. Englewood
Chicago Lawn Ravenswood Ridgewood Albany Park

27. Neighborhood Experience
I like living in my neighborhood:
Students who live outside of HP Students who live within HP
Agree Disagree
Disagree 48.90% 18.20%
46.80% Agree
81.90%

28. Neighborhood Experience
My neighborhood is a good place for kids like me to
grow up:
Students who live outside of HP Students who live within HP
Agree
Disagree Agree
Disagree 24%
52% 48%
76%

29. Neighborhood Experience
I worry about Puerto Ricans/Latinos moving away
from my neighborhood
Students who live outside of HP Students who live within HP
Disagree Agree Disagree
63% 37% 44%
Agree
56%

30. Analytical Approach: Quantitative
Analysis of GIS Data
 Linked findings from survey and interview data to
Humboldt Park using multiple GIS maps from
numerous sources
◦ Everyblock.com
◦ Trulia.com
◦ Zillow.com
◦ UIC College of Urban Planning and Public Affairs
(CUPPA)
◦ Citizen Law Enforcement Analysis And Reporting
(CLEARMAP)
◦ CLEARpath (community level information sharing)

31. New Construction Permits in Humboldt
Park from 1/1/2005-1/1/2010
http://chicago.everyblock.com/building-permits/locations/neighborhoods/humboldt-park

32. Humboldt Park New Construction Permits 01/01/2005 to 01/01/2010
S.F.
2 U.
Undef.
Temp. 3 U.
0.4% Antenna
Repairs 3% 5 U.
4% Garage 0.4%
1% 6 U.
Comm. Add. 8 U.
20.7% 1% S.F.
22% 9 U.
53 U. 12 U.
0.4% 15 U.
2 U. 16 U.
30 U. 3%
0.4% 18 U.
30 U.
18 U.
53 U.
0.4%
Comm.
16 U.
Add.
0.4%
Repairs
5 U.
0.4% 3 U. Garage
15 U.
8 U. 6 U. 39% Temp.
0.4%
12 U. 9 U. 0.4% 4%
0.4% Undef.
0.4%
Everyblock.com Antenna

33. New Construction Comparison Data

34. Current Home Foreclosures in Humboldt Park 04/18/2010
http://www.zillow.com/homes/humboldt-park-il_rb/#/homes/for_sale/Humboldt-Park-
Chicago-IL/fore_lt/house,apartment_condo,duplex

35. Humboldt Park Foreclosures:
04/18/2010
Single Family
5%
22%
Condo/Apartment
73%
MultiFamily

36. Average Listing Price For Single-Family Home in Chicago
http://www.trulia.com/real_estate/Humboldt_Park-Chicago/2917/market-
trends/#qma_median_sales_price_chart_container

37. Percent of homes sold at a loss

38. Median Sales Price & Number of Sales

39. Social Analysis Discussion at
Partner High School
 An afternoon assembly at the partner school where youth
were encouraged to talk about their experiences
concerning gentrification
 A community activism group based in HP presented
information about gentrification in an attempt to empower
youth to get involved in their neighborhoods
 Some of the activities, speeches, and dialogue among
students was recorded on a 20 minute video
 Each group member viewed and discussed the video

40. Discussion Video on Gentrification
“I’ve been gentrified.”
“What can we do? We don’t have any money. Money talks!”
 The students expressed the feeling of being invaded by outside
forces, taking control over their neighborhood
 Gentrification has affected students directly or indirectly
◦ Strong perceptions that white people are taking over
◦ Students having trouble with finding answers to the fundamental question
of why are white people here – why are they coming to their
neighborhood?
◦ Students feel the neighborhood is becoming more expensive and,
consequently, less livable
 Students want to be involved and take action

41. Qualitative Analysis: Key Informant
Interviews
 There were eight interviews conducted by group
members
 Interviews were conducted with health
professionals, community organizers, journalists,
and educators
 Seven questions covering topics concerning youth
sense of belonging in reference to their
community and gentrification
 A non-hierarchical arrangement of codes was
used for indexing data

42. Findings: Using both Quantitative
and Qualitative data
 Emergent themes were used
in coding Key Informant
Interviews
 Using mixed-methods, we
found themes of:
◦ Pride
◦ Anger/Resentment
◦ Community Participation
◦ Futility

43. Analysis of Community Leader
Interviews: Themes
Pride
25% 25%
Anger/Resentment
Participation in the
Community
14% 21%
Futility
15%
Other

44. Key Informant Interview Theme:
Pride
 “Puerto Ricans love their flag…it’s everywhere.”
 “I feel free here.”
 “This is the only Puerto Rican Community left in
Chicago.”

45. Key Informant Interview Theme:
Anger/Resentment
 “We’re not saying Humboldt Park is exclusively for Puerto
Ricans…but don’t build your community here.”
 “I just don't like the people who try to change the
community.”
 “The newcomers in the community want to immediately
change everything and lock [up] all the young people
hanging out.”

46. Key Informant Interview Theme:
Community Participation
 “I love the events that they have that are for the
community.”
 “I have white neighbors and I love them because
they are active in the community.”
 “There are… parades and many Puerto Rican
businesses and organizations that cater to the
residents.”

47. Key Informant Interview Theme:
Futility
 “[Humboldt park] Not for sale? Well, it’s already been sold!”
 “I knew it [gentrification] would work its way over [to Humboldt Park]…it’s been slow
compared to other communities”
 “There are some youth that do have pride in where they live, but I do not see too
many out there that help their neighbors or even pick up any trash. If you have a
sense of pride in your community, then you want your community not only to be safe
from violence, but also be clean. No one is telling you to clean the block, but look out
for your own area.”
 “The school system isn't so great and it's hard to find really good teachers these
days. The days of teachers visiting a student's home are long gone. Teachers these
days just come into HP to make the money and leave. It doesn't help that some
parents aren't supportive about education either. Many parents did not go to college
or finish high school, so the children don't have ambition to finish. Then they go to
school and the teacher tells them they are stupid. Why are they going to go back if
someone doesn't believe in them?”

48. Key Informant Interviews:
Other Themes and Comments
 “HP has always been an immigrant neighborhood, and
even when it wasn’t the Puerto Ricans, it was another
immigrant group that pushed the other immigrant group out
or the group chose to leave and another immigrant group
took their place in Humboldt Park. This movement is
different and this is why there may be such animosity
because it's not an immigrant group that's moving in, but a
social class and not a marginalized group, quite the
opposite.”

49. Forces and Trends
 Gentrification
◦ Population and migration
 Demographic changes - current predominant racial groups
(Puerto Rican, Mexican, Black) moving out
• 2000 Census:
• White (19.4%) – 12,781
• Black (48.5%) – 31,960
• Hispanic (48.0%) – 31,607
◦ Increase in housing prices
◦ Old houses and buildings torn down, new homes and
condominiums being built

50. Forces and Trends
 Sense of belonging
 Racial tension
 Violence and crime
 Morals and social order
 Other effects on low income groups
 Economy/housing crisis
 Effects on youth

51.  General Limitations
• Difficulty linking health topic to larger community and relating it to the wellness survey
• Much of community assessment data mostly representative of Puerto Rican and
Latino/Hispanic experience with gentrification
 Partnership School Limitations
• Fast turn-around time with survey
• Limited ability to communicate results directly back to teachers
• Narrowed richness of analysis to link our overarching health topic
• Minimal direct contact with students
• Challenge balancing need to continue with existing survey questions for comparison
purposes vs. desire to incorporate new questions or edit old ones
 Quantitative Limitations
• Partnership School Survey: Inability to characterize non-responders
• Mapping: Different data sources and neighborhood boundary definitions
 Qualitative Limitations
• Limited generalizability interviews potentially not representative for true cultural competence
picture
• Small n values

52.  Youth Well-Being Survey
◦ Continue to refine and administer the survey
◦ Consider administering the survey to surrounding
public and other charter schools
 Broader contextual landscape for challenges
 Comparison data
 Community/Neighborhood Experience
◦ Investigate discrepancy between survey results on
students feeling at home in community but do not feel
their community is a good place to grow up
◦ Build on the sense of community within the Puerto
Rican community and extend the practices to the
greater Humboldt Park area

53.  Discrimination
◦ Further study the feelings/perceptions of students on
being treated unfairly or disrespected within the
community
◦ Themes and comments relating to partner school
 Need for increased services to assist undocumented students
 Increased discussion around experiences of discrimination within
the school
 Bipolarity/Income Diversity
◦ Further investigate ways to engage both ends of the
spectrum within the community through shared activities
and values towards finding common (instead of
contested) ground

54.  Well-being in Humboldt Park
◦ Increase Dialogue
 Between different racial and demographic groups for higher
level of participation for some level of shared community
perceptions and cultural capacity
◦ Foreclosures
 Further study the issues behind ¾ of all foreclosures in
Humboldt Park are single-family homes

55.  Interviewees  Pedro Albizu Campos
• Beth Berendsen (Community Organizer, High School
LUCHA) • Judy Diaz, Dean of Students
• Juanita Garcia (Humboldt Park No Se • Matthew Rodriguez, Director
Vende / PACHS) • The teachers and mentors
• Elizabeth Hoffman (PACHS mentor) • The students
• Maggie Martinez (President, Block Club
Federation)
• Chip Mitchell (Reporter, WBEZ)  UIC School of Public
•
•
Dr. Dan Lassman (Owner, Division Dental)
Bill Slavin (HP Resident)
Health
 Professor Jennifer Hebert-Beirne, PhD,
• Raquel Torres (Tenant Organizer, MPH
Bikerdike)  T.A. Rachael Dombrowski, MPH
 Professor Michele A. Kelley
 Lynne Klasko
 David Brand
 431 Colleagues