Middle- and upper-class status along with suburban residence are together considered symbolic of the American dream. However, the question of whether they mean access to better quality residential environments has gone largely unexplored. This study relies on data from the 2009 panel of the American Housing Survey and focuses on a range of neighborhood conditions, including indicators of physical and social disorder as well as housing value and a neighborhood rating. Contrary to the tenets of the spatial assimilation model, we find that middle-class and affluent status do not consistently lead to superior conditions for all households. Neighborhood circumstances vary considerably based on householder race and ethnicity, with blacks and Hispanics experiencing the greatest disparities from whites. In addition, suburban residence does not attenuate such differences, and in some cases, well-to-do minorities do even worse than whites in neighborhood quality in suburbs.

Background. Poor public understanding of accumulation principles obstructs public engagement in environmental decision-making. Simulation-based learning environments (SBLEs) show promise for improving understanding. Purpose. This study tested the hypothesis that use of stand-alone, self-contained, online SBLEs can improve user understanding of and ability to apply basic principles of accumulation. Method. We used pretest/posttest measures to examine (a) whether user understanding of accumulations principles increased after exposure to a set of two SBLEs in an undergraduate Environmental Science course (n =126), and (b) how the extent of simulation use affected depth of user understanding. Results. Understanding improved significantly after simulation use. Further, extent of simulation use affected performance although it is not a simple linear relationship. Those who ran the simulation a moderate amount of times (total of 14-24 runs) scored better than the low-range group (0-13 runs, p < .05) and better than the high-range users (25+ runs, p < .10). These results hold when controlled for prior systems understanding, graphing ability, motivation, and science background. Conclusion. The results support the value of simulations for building operational understanding of accumulations and suggest design considerations that may further increase the effectiveness of such SBLEs.

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Although recent legal permanent residents and undocumented immigrants are generally barred from accessing public health insurance, some US states cover immigrant children through the Children’s Health Insurance Program (CHIP). In this study, we examine the contextual effect of US state health insurance eligibility policy, particularly with respect to immigrant children, on race/ethnic and nativity-based disparities in children’s routine health care. Utilizing our original data on state CHIP eligibility policies and child-level data from the Survey of Income and Program Participation, we find that a significant portion of between-state variation in children’s routine health care results from diversity in CHIP eligibility rules for poor and foreign-born children. Immigrant-specific disparities are reduced when states do not require five years of residency for CHIP participation.

Notable healthcare disparities are shown among the children of Mexican immigrants across different Hispanic immigrant destinations. A hostile local immigrant-receptivity climate and alternative institutional community context indicators are integrated with individual-level data on physician and dental care from the 1996 and 2001 Survey of Income and Program Participation to explain this variation. Mexican immigrants’ children in new Hispanic immigrant destinations are 20 percent less likely to see a doctor, and a negative receptivity climate explains about half of this effect. Community health clinic availability and greater state leniency toward immigrant child public health insurance eligibility facilitate healthcare access.