Success Determined by Where you Live?

Recently, I watched an episode of the TV show “Numbers” that caused me to engage my understanding of sociological theory.  This show features two main characters, an FBI agent and his mathematician brother, who collaborate in solving crime.   In this particular episode, there was a computer researcher who had been murdered and the bothers were trying to figure out why and who did it.  By the conclusion of the show, you find out the computer researcher had been developing a program, which would determine a person’s future success based upon their neighborhood of origin.  This program was being marketed to government agencies for determination of which neighborhoods would receive funding and which would not.  The antagonist’s motive for murder was to remove obstacles that would limit neighborhoods from equal access to resources.  The basis of the computer program, implied that certain individuals are more worthy to receive resources based upon their neighborhood of origin, which stems from a belief that poor neighbors are filled with less capable people.  It is interesting that the show did not conclude with a revelation that the antagonist motives portrayed the missing link for these communities… equal access and opportunity. 

A framing paper published by the Urban Institute entitled “Understanding How Place Matters for Kids” touched upon these above mentioned concepts. “Children growing up in high-poverty neighborhoods, with extreme levels of racial and economic segregation and inadequate public services—police, schools, sanitation, grocery stores—are at risk for a range of negative outcomes, including poor physical and mental health, cognitive delays, risky sexual behavior, and delinquency” (Leventhal and Brooks-Gunn 2000; Leventhal, Dupéré and Brooks-Gunn 2009; Sampson, Morenoff, and Gannon-Rowley 2002; Sampson et al. 2007).  There is minimal policy that addresses the relationship between place and youth development, which has spurred the Urban Institute to begin its research on neighborhood-level factors as it interacts with youth development.  This research premise is interesting, because it does not engage individuals within their smallest social institution of family or at an individual level.   Instead this research seeks to investigate the connection between successes and the larger social environment of community. 

This approaches reflects social disorganization theory, which identifies the characteristics of communities with high crime rates and draws on social control theory, basically stating the absence of particular “factors are said to reduce the ability or willingness of community residents to exercise effective social control, that is, to exercise direct control, provide young people with a stake in conformity, and socialize young people so that they condemn delinquency and develop self-control” (http://law.jrank.org/pages/818/Crime-Causation-Sociological-Theories-Social-disorganization-theory.html).  The foundation of community organizing is to help community members find a stake in their community through relationships and empowerment.  Social disorganization theory indicates that residents in these “at risk” neighborhoods are less likely to have ties to their neighbors and to care about their community.  Community members must be invested in their communities, because without investment, community members become increasingly transient and detached.  Like the Urban Institute, this causes me to ask, “How has this detachment effected youth within communities?” 

I often find myself engaging older members of my own community on their options as to why the community “is not like it used to be.”  When I probe, the biggest difference often is that neighbors do not interact with one another like they did in the past. This most directly has impacted youth, because there is less supervision of their activity in the community.  In essence, when neighbors become detached, they feel less of a responsibility to help neighbors and offer the consistent supervision and accountability that youth need.  In the past, neighbors often felt free to supervise and reprimand the community’s youth, because they felt a level of intimacy with the community’s parental figures.  Given the lack of intimacy in neighborhoods, parents are more likely to reject this additional support.  This begs to question who is helping youth socially develop and find investment in their physical community and future.  As community organizing suggests, community members must be empowered to invest in their communities and change the things that cause cycles of negative behaviors.  The same is true for youth!

What do you think about social disorganization theory? Do you see it as a cause of negative youth development? What are some solutions you feel passionate about?

Hopeworks 'N Camden: Bringing Hope to Camden, NJ

The summer season brings all sorts of changes to the city including neighbors spending more time outside, water ice, swimming, and school is out.  Unfortunately, the summer season has become associated with youth causing more trouble in the neighborhood.  A recent phenomenon in Philadelphia has been youth forming flash mobs via internet organizing or spontaneity.  On the news last night, the first report was about three flash mobs that had formed over the weekend throughout the city.  One of those mobs was at a Sears on 69^th Street in Upper Darby, just a few blocks from where I used to live.  Increases in youth violence during the summer are a common complaint among neighborhoods, and I have even been a part of the complaining at times.  One of the reporter’s comments that really hit home with me was, “Where is the adult supervision?”  With decreases in government funding to youth programs, is has become more difficult for parents to insure supervision of their children through the summer months, but there are programs that offer hope for even these parents.

In New Jersey, Hopeworks N’ Camden has been providing youth programming and positive supervision for over 10 years.  By offering after school, summer and even residential programming, Hopeworks seeks to “empower youth to identify and develop their DREAMS (Dynamic, Realizable Efforts to Attain and Maintain Success) and own their future.” Often youth spend the summer months letting their minds be numbed by Television and the internet or endangering their futures by acting out, but Hopeworks provides an excellent opportunity for youth to engage their minds and give themselves a great head start on their futures.  Hopeworks’ mission is to: Expand learning opportunities available to youth and work together with youth to create their future. The heart of the program is technology training, which is provided in a safe, respectful and celebratory atmosphere. Technology training includes website design, geographic information services, computer networking and repair, and video. Hopeworks programs include Day Training, Hope through School, and CRIBS, an intentional community of young adults. 

Hopeworks was featured on local TV show, Perspective in New Jersey, and founder Father Jeff Putthoff along with two students influenced by Hopeworks shared about the organization and its impact on youth. Check out the video at http://www.youtube.com/watch?v=jJaR6UY86tc&feature=youtu.be.  Father Jeff was greatly motivated to begin Hopeworks by his desire to help young people see their potential and gain access to positive learning opportunities.  Many young people are taught that they have no future, so it more likely for these youth to not concern themselves with the consequences of their actions.  Father Jeff and the other Hopeworks staff like Alania Cronkright (MA in Urban Studies graduate) provide young people with both the support and opportunity to buy into their future.  Young people need more caring adults in their lives like Father Jeff and Alania who willingly partner with parents to provide safe alternatives for youth during the summer and after school hours!  Is this your passion?  Let Eastern University's MA in Urban Studies with a concentration in Youth Leadership help you develop the knowledge and skills to impact youth in your community.