Housing dispersal strategies (scattered sites) have its roots in efforts to construct public housing in more ethnically diverse and affluent communities as a result of the overrepresentation of Blacks/African Americans living in public housing developments with concentrated poverty and racial segregation. Today, the use of scattered site housing is more indicative of nonprofit housing providers seeking to end homelessness. Comparable with the demographics of public housing residents, Blacks/African Americans are severely overrepresented in homeless populations across America. This study examined the impact of scattered site supportive housing, located in an affluent and predominately White/European American community to determine any reductions in social isolation and any levels of improved socio-economic status of men who were formerly homeless and primarily Black/African American. This study used five variables identified from earlier studies thought to influence socio-economic well-being: resident satisfaction, a sense of community, impact on income, neighbor opposition or not-in-my-own backyard (NIMBY) attitudes, and impact of scattered site housing on property values. The results showed that the respondents were, on average, more satisfied with the buildings where they lived than their landlord relations or external neighbors. Furthermore, the study found very little neighbor opposition based on race or class and no negative impact on property values from nearby scattered site developments. Based on these findings, recommendations to continue implementing housing dispersal strategies are offered. In addition, directions for future research are provided.
Power is long-noted for influencing human behavior. The following article proposes that the drive to achieve personal power may have been a determining factor in what caused the death of Trayvon Martin by George Zimmerman, the neighborhood watch volunteer in Sanford, Florida.
In the midst of recent protests and antiracism movements following the death of George Floyd in May of 2020 and other Black, Indigenous, and people of Color (BIPOC) murdered in the United States by police violence, protestors and advocates around the world recognized the need for Western governments and other institutions to reckon with their own imperial history—to acknowledge the linkage between the slave trade, colonialism, and racism in their countries. This recognition led to the tearing down of statues depicting racist colonial leaders and calling for museums who have perpetuated imperialism and racism through their acceptance and display of looted artifacts to return them. This article sought to answer the question posed in the call for papers, can the many manifestations of racism be effectively dealt with in our society if the status quo is unwilling to engage with the issues, address them, and relinquish power. Further the author argues that cultural looting has its roots in colonialism and racism and discusses implications of the linkage between one's stolen cultural heritage and individual and community well‐being. Answers to the question include both yes, manifestations of racism can be addressed, and no, they cannot be addressed when institutions and governments refuse to engage, address the issue and do not relinquish power. The article also includes the author's thoughts on using a living heritage approach to preserve cultural heritage and offers suggestions that community psychologists, advocates and activists can help to decolonize museums as part of the broader social and racial justice movement.
With a dose of humor, the author of this chapter chronicles her journey as she searched for a full-time faculty position at local and national colleges and universities after receiving her PhD in community psychology. The search provided excellent first-hand experience that the author shares with readers and includes information about the process, highlighting concrete tools that are needed to be successful. She covers the importance of creating an effective curriculum vitae, teaching statement, and cover letter to land your first interview; how to be more tech savvy, mastering interviews via video conferencing software, such as Skype and Google Hang-Out; and why it is essential to get input on the highly important job talk from prospective academic colleagues. This chapter delivers a sense of the climate and process of entering the higher education market, while leaving the reader with hope for securing that sought-after faculty position.
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