Urban poverty: Measurement theory and evidence from American cities

We characterize axiomatically a new index of urban poverty that i) captures aspects of the incidence and distribution of poverty across neighborhoods of a city, ii) is related to the Gini index and iii) is consistent with empirical evidence that living in a high poverty neighborhood is detrimental for many dimensions of residents’ well-being. Widely adopted measures of urban poverty, such as the concentrated poverty index, may violate some of the desirable properties we outline. Furthermore, we show that changes of urban poverty within the same city are additively decomposable into the contribution of demographic, convergence, re-ranking and spatial effects. We collect new evidence of heterogeneous patterns and trends of urban poverty across American metro areas over the last 35 years.

Spatial Dimensions of Social Capital

The neighborhood context affects social capital, yet scholars do not adequately account for the dynamic nature of the social spaces people occupy in measuring social capital. Research has focused on neighborhood effects as though the neighborhood space is fixed across all inhabitants without regard for the ways individuals define their neighborhoods considering their own spatial location and social interactions. Using a neighborhood–level social capital measure, we examine the relationship between cognitive neighborhood boundaries and social capital in residents (N = 135) of two public housing communities in a Southern urban city. As collective efficacy (bonding social capital) increased so too did the predicted size of one's cognitive neighborhood. GIS maps demonstrated that participant boundaries included areas of commerce and services necessary to build and maintain social capital. Larger cognitive neighborhoods suggest one may interact with a wider array of people to achieve instrumental and expressive returns despite the high–poverty neighborhood context.

The Role of Personal Narrative in Bringing Children into the Moral Discourse of Their Culture

This study examined personal narratives written by 364 inner-city 4th–6th graders about an experience with interpersonal conflict. Stories were coded for three sets of variables based on Bruner’s 1990 work on narrative thought. The co-occurrences of these variables lent support to the notions that (a) establishing a moral voice involves noting what is culturally non-canonical and providing culturally recognizable explanations, (b) taking an epistemological stance that recognizes the importance of what the protagonists know and think and of what can count as a true or meaningful representation of events, and (c) making moral evaluations and positioning the self relative to what is construed as good or bad. Comparisons between children from a high-crime, high-poverty neighborhood to those from a less dangerous environment raised questions about how we bring children into the moral discourse of a culture, and how their appropriation of interpretive repertoires to explain their own experiences may contribute to cultural change.