HOD 2600/3600: COMMUNITY DEVELOPMENT & SOCIAL POLICY

(Section 01; 3 credits; FORMERLY: Social Problems I)

Fall Semester, 2001

1:10 – 2:25 Tu/Th, 111 Payne

Instructor: Doug Perkins, www.people.vanderbilt.edu/~douglas.d.perkins/dougpage.html

Office Hours: Tu/Th 2:30-3:30 or by app’t, 107 Mayborn

Voice: 322-3386, Fax: 322-1769, E-mail: doug.perkins@vanderbilt.edu

 

Course Description:  This is a core course in the Community Development and Social Policy (CDSP) specialty of the H&OD undergraduate program.  Starting this year, it is also a core class in the graduate programs in Human, Organizational, & Community Development (M.Ed.) and Community Research & Action (Ph.D.).  It is designed to provide a general introduction to the field of community development (CD) as well as more in-depth understanding of, and experience with, one or more particular CD issues.  A major goal is to prepare students to be able to handle a staff position, working for an administrator or decision maker who requires analysis and recommendations on particular community issues.  Students may also develop experience as a leader of a research, intervention, or policy development team.  The course also focuses on ways ordinary people can become involved in improving their own neighborhoods, communities, and city.  The main focus will be on practical intervention strategies (via working with urban plan­ners, policy-makers, agency administrators, and community organizers and leaders).

 

            This semester, through discussions with several city and community leaders, I have chosen affordable housing and urban growth/sprawl as the specific problems we will address and the Nashville area as the study site. 

 

Goals for the Class

1.  To understand Community Development from the perspective of those who experience it.

2. To develop a social ecological perspective that provides for a comprehensive construction of the problem and for developing approaches for intervention.

3.  To learn about different approaches to community resource development.

4.  To learn to be a participant observer while being in a community program.

6.  To prepare an analysis of a community program based on this field experience.

 

Course Format:  Class meetings will be run as a seminar in which the instructor and individual students will lead class discussion of the readings and encourage questions on and debate of those topics.  There will be visiting speakers and team work in the field.  Lectures will typically be short and set the context for discussion.  The readings for the day on the schedule are to be read before the class period for we want you to be prepared to participate in the discussion.

The term project (see assignment C, below) will also be planned and discussed periodically in class.  The exact schedule of topics and reading assignments may change.  Be aware of any changes.  If you do not think you can keep up with the readings, attend class regularly, and participate fully in the class project, you should drop the class now.

 

Required Books and Other Readings (first 2 in bookstore; others are on the web or on reserve in the Ed. Library):

1.      Kretzman, J.P., & McKnight, J.L. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Chicago: ACTA.

2.      Calthorpe, P., Fulton, W., & Fishman, R. (2001). The regional city: Planning for the end of sprawl. Washington, DC: Island Press.

3.      Perkins, D.D., Crim, B., Silberman, P., & Brown, B.B. (in press). Community development as a response to community-level adversity: Ecological research and strengths-based policy. In K. Maton, C. Schellenbach, B. Leadbeater, & A. Solarz (Eds.), Strengths-building research and policy: Investing in children, youth, families, and communities. Wash., DC: American Psychological Assoc. (http://www.people.vanderbilt.edu/~douglas.d.perkins/cdchap10.htm )

4.      Christenson, J.A., Fendley, K., & Robinson, J.W., Jr. (1989). Community development. In J.A. Christenson & J.W. Robinson, Jr. (Eds.), Community development in perspective. Ames: Iowa State Univ. Press. (pp. 1-25) (on reserve)

5.      National Neighborhood Coalition (2001). Smart Growth for Neighborhoods: Affordable Housing and Regional Vision. Washington, DC: NCC. (PDF: www.neighborhoodcoalition.org )

6.      Peirce, N., & Johnson, C. (1999). The Peirce Report. is available on the Tennessean website at:

Part 1: <http://www.tennessean.com/sii/longterm/news/peirce/index.shtml>
Part 2: <http://www.tennessean.com/sii/longterm/news/peirce/index2.shtml>
Part 3: <http://www.tennessean.com/sii/longterm/news/peirce/charlotte.shtml>
Part 4: <http://www.tennessean.com/sii/longterm/news/peirce/ready.shtml>

Starting at Part 4 will link you with the other parts. It may be removed at any time.

7.      Palen, J.J. (1997).  The urban world, 5th Edition.  McGraw-Hill (excerpts on housing and urban planning/policy: see schedule, below).  (on reserve)

Note: For an in-depth introduction to the field of community development, see Ife (1995) in the first list of outside sources, below.  That may be used in future semesters, but this semester’s project dictated the above readings.

 

Course Requirements: There are 4 things you will be graded on:

 

A. Attendance (10%): Every missed class counts: 0=A++, 1=A, 2=B, 3=C, 4=D, 5=E, 6=E-, 7+=0.

 

B. Journal (2600) or Seminar Papers (3600) (60%):  In lieu of exams, students in 2600 will keep a journal of summaries and reflections on course topics and activities and students in 3600 will write three brief “seminar papers” (see below).

 

Students in 2600 must keep a journal reflecting at least once a week on each of the following: 1. the required readings, 2. class discussion, 3. news items related to the course, and 4. the term project (below), ideally integrating all four.  1. Before each reading is discussed in class, write a (a) brief summary in your own words of what that day’s reading is about and try to focus in a little more depth on (b) one central or interesting point and (c) analyze it and describe your reactions to it (reflection).  2. If a particular presentation or discussion in class made you think, write about it in your journal as soon as possible after that class.  Try to do that at least once a week. 3. You should try to find at least one news story per week related to a community development or urban policy topic (e.g., housing, urban sprawl, neighborhood or central city redevelopment, economic development, transit/highways, community action, neighborhood services, land use and zoning, historic preservation, community race or cultural relations, etc.).  The story can be from any source, but ideally from a newspaper or news website (e.g., the Tennesseean or Nashville Scene), so you can clip or print it and include it in your journal along with a brief summary and reflection on it.   Reflections on the project should include your experiences with it (problems encountered and how you handled them or could handle them), connections between the project and class readings and discussion, and reactions to agency staff, community members, or members of your own group.  At the front of your journal, keep a log of hours spent on the project and a description of work done (for every entry).  Your journal can influence your project grade.  Integrating comments might include instances where readings were demonstrated or contradicted in reality.  Entries in the first half of the semester will likely have more on the readings and less on the project.  Entries in the second half of the semester will likely have more on the project.  Bring your journal to class so that you will have the summary available when there is a discussion. It can be hand-written as long as it is legible.  You will turn in your journal three times during the semester.  There is no required length to your journal but a rough target might be to try to write about 1,000 words per week.  That may seem like a lot, but you will be graded on your summaries and reflections, not your writing style, grammar, spelling or organization, so your writing should flow very quckly.

 

Students taking 3600 will write and present 3 Seminar Papers in place of keeping a journal.  One paper should be on a required reading (chapter).  For the other two, choose a scholarly article or book chapter related to the project from the list at the end of this syllabus or one you find on your own and review and analyze it.  Clear your choice with the instructor to avoid duplication with another student.  Then go to the library so you are sure you can locate your reading (or else choose one you can find) by the end of week 3.  We will then schedule your three 10-minute class presentations, each with about 10 minutes of class discussion, which I will help you lead.  Your 3 presentations and corresponding 4-page, single-spaced papers (due later) should be organized as follows: Start with your name and the full reference of the reading; I. summarize the reading in your own words and in an orga­nized way (1 page); II. analyze and critique the reading and relate it in some way to at least 3 other relevant course or outside readings (2 pages); III. apply your reading to the community project, below (1 page).  In your paper, you should address any important issues raised in the class discussion of your reading.  In preparation for their comps exam in late spring, students in the CRA Program should be sure to consider in their papers how the topic relates to the field of community psychology.  All three papers are due Tuesday of exam week.  If you want a grade earlier in the quarter, turn it in earlier.

 

C. Community/Environmental Change Project (30%):  This course generally involves a group community intervention project to help solve a specific problem in an actual, local community setting.  You will need to spend approximately 40 hours (give or take) outside of class on the project (that's what makes this is a "service-learning" class).  The project's "client" organization(s) must be asked for their input on the project.  They will also be invited to class toward the end of the quarter to hear from you on the results of the project and to give us feedback.

 

Your grade for the project will be based on (a) a report or section of one, about 3 or 4 single-spaced pages long and (b) how your teammates grade your work.  (You must turn in a page of grades for everyone in your group with a brief comment justifying each grade.)  All reports are due at the last class.  The project report must be clear, well-organized, and well-written; it should read like a detailed professional or research report.  You should write multiple drafts and try to get at least one good writer to read and mark comments on each draft.  The final report will be sent to the city agencies and community organizations connected with the project and possibly others.  More instructions will be provided in class.  Students in 3600 may keep a project journal (optional extra credit), but must keep a log of time spent (and what you did) on the project.

 

This semester’s project will focus on both growth and affordable housing issues and your service-learning component will include both helping with one of three Greater Nashville public visioning workshops run by Cumberland Region Tomorrow and creating a Nashville area database (possibly incl. GIS maps) on housing costs and extent of low-income housing.

 

Some of the Key Players:

Bill Barnes, Tying Nashville Together co-founder <iamacog@home.com> 297-3973

Ed Cole, CRT Director <edcole@cumberlandregiontomorrow.org > 322-4900

Jeff Car, CRT Board Director & former VU Counsel <jeff.carr@vanderbilt.edu>

Jennifer Schiess, CRT Assoc. Director <jennifer@cumberlandregiontomorrow.org>

Rick Bernhardt, Metro Nashville Planning Director <Rick_Bernhardt@metro.nashville.org>

Jeff Reynolds, Metro Nashville Housing Office Director <Jeff_Reynolds@metro.nashville.org>

 

Use of a computer for email, searching the literature and writing papers, and consultation of the websites is essential.  The Internet is an invaluable resource to obtain information on CD, neighborhoods, and growth, sprawl, and housing issues. www.neighborhoodcoalition.org/ is a particularly good site for this semester’s topic and other sites are indexed at: www.people.vanderbilt.edu/~douglas.d.perkins/cdwebsites.htm.  There will be a training session on using research databases, the web, and other library resources.  Try to use the internet to enhance all your writing assignments

 

Email: In order to be an effective staffer, you need to master email and use it as much as possible.  I want your email address by the 2nd class so that I can have a directory put together and we can be functioning within a week. As soon as you can, send me a message; that will give me your address. If there are any problems, or if you are stuck in any way, please see me.  If the computer won’t cooperate, call the Computer Center for help (3-1631) during regular hours.

 

         BE SURE TO SAVE ALL WRITTEN WORK ON BOTH THE HARD DRIVE AND A DISKETTE.  GET A DISKETTE BEFORE YOU START ANY ASSIGNMENTS!

 

Collegial Assistance

         I want you to work collegially in mastering the content and skills of this course.  I suggest that you consult with others in the class about the readings and preparing the project report.  I have no problems in sharing on all of this.  But it is imperative that you do independent work in the writing.  Staffers are given work to accomplish as an independent thinker and writer; you need to learn to do that.  One way you can help each other is to read another person’s assignment before it comes in.  You should read for clarity, punctuation, format, proper citation and give the author written feedback so that he/she can make the changes to the paper.

 

Honor Code

         The Vanderbilt University honor code implies that what is presented to the instructor as the students’ own work is in fact their own work in their own words.  Do not turn in papers that have been written for other purposes and be vigilant in avoiding plagiarism.  Students often “borrow” phrases, sentences, or even whole paragraphs or sections from their source material, not necessarily intending to plagiarize.  But any such uncredited and un-quotation marked lifting will receive a ZERO for that assignment.  Staff work requires that materials read are boiled down into the writer's own words, and that quotations be used VERY little.  As you take notes, you are often influenced by the word usage and may not even be aware that you have not used your own words.  The best check is to read back over the source material, after you have written your text, and compare it.  If it is the same, change your text.  In every sentence or paragraph that is supported by a published source, cite the author(s) and date in parenthesis at the end of the first sentence that refers to them.  Frequent citing is cumberson, but safe.  Your References list should include everything cited.  See the reference list below for the proper style and all the information that must be included.

 

Grading System:  All grades for this course will be based on a 20‑point scale as follows: 18‑20=A+, 16‑17=A, 15=A‑, 14=B+, 13=B, 12=B‑, 11=C+,10=C, 9=C‑, 8=D+, 7=D, 6=D‑, 0‑5=F.  This system is designed to recognize that A's actually range from "very good" (16) to "extraordinary" (20) and that F's range from "very poor effort" (5) to "no effort" (0). It rewards (or punish­es) those gradations accordingly.  In general, there are NO MAKE‑UP, EXTRA‑CREDIT, OR "INCOMPLETE" OPPORTUNITIES.  Late work will lose points, and any missing units of work will be graded 0 unless you submit a written explanation and plan for completing the work.  Talk to the instructor if you're having problems.

 

                                                           COURSE SCHEDULE

 

Week (Date)    Required Readings

1          8/30     Explanation of course & syllabus, discussion of project

2          9/4       The Peirce Report, Parts 1 & 2

            9/6       Peirce Report, Parts 3 & 4

3                    9/11     Urban Planning: Palen, chapter 14 (335-370)

            9/13     Homelessness, Gentrification: Palen, pp. 193-196, 297-315

                        3600: CHOICE OF 3 SEMINAR PAPER READINGS DUE

4          9/18     Housing Policy: Palen, chapter 13 (pp. 316-334)

            9/20     Forward & Intro to Calthorpe & Fulton (C&F), The End or Sprawl, pp. xv-12

5          9/25     C&F, pp. 15-30: Living in the regional world

            9/27     C&F, pp. 31-40: Communities of place

6          10/2     C&F, pp. 42-102: Designing the region, public policy, Federal role (incl. housing)

            10/4     C&F, skim Part 3 (pp. 105-193) & choose 1 metro area to describe in class

7          10/9     C&F, pp. 195-242: Renewing the region’s communities, The suburb’s maturation

            10/11   C&F, pp. 243-277: Renewing urban neighborhoods,

                        Conclusion: Transforming the edge city into the regional city

                        2600: JOURNALS DUE

8          10/16   C&F, pp. 279-285: Charter of the Congress for New Urbanism

            10/18   “Smart Growth for Neighborhoods: Affordable Housing and Regional Vision”

9          10/23   Fall Break: NO CLASS

            10/25   Christenson, Fendley & Robinson: Community Development

10        10/30   Perkins et al: CD…: Ecological research and strengths-based policy

            11/1     Kretzman & McKnight (K&M), pp. 1-28: Intro & Releasing individual capacities

11        11/6     K&M, pp. 29-105: Youth, seniors, people w/ disabilities, welfare recipients, artists

            11/8     K&M, pp. 109-140: Associations

12        11/13   K&M, pp. 143-168: Religious and cultural organizations

            11/15   K&M, pp. 171-271: Capturing local institutions (read intro & at least 2 institutions)

13        11/20   K&M, pp. 275-289: Rebuilding the community economy; 2600: JOURNALS DUE

            11/22   Thanksgiving: NO CLASS

14        11/27   K&M, pp. 293-309: Alternative credit institutions

            11/29   K&M, pp. 311-340: Physical Assets (abandoned spaces, waste & energy)

15        12/4     K&M, ch 5: Asset-based Community Development: Mobilizing an entire community

            12/6     K&M, ch. 6: Providing support for asset-based development: Policies & guidelines

16        12/11   Meet in class to prepare for presentation.

            12/13   Last Class: COMMUNITY PROJECT PRESENTATION; REPORTS DUE

17        12/18   JOURNAL OR SEMINAR PAPERS DUE

 

Published Community Development and Related Sources (recommended reading):

 

Community Organizing and Development:

Ackelsberg, M.A. (1988). Communities, resistance & women’s activism: Some implications for a democratic polity. In A. Bookman & S. Morgen (Eds.) Women & the politics of empowerment. Philadelphia: Temple University Press, 297‑313.

Adams, D.W., & Havens, A.E. (1966). The use of socio-economic research in developing a strategy of change for rural communities: A Colombian example. Economic Development and Cultural Change, 14.

Ahlbrandt, R.S., Jr. (1984). Neighborhoods, people and community. New York: Plenum.

Alinsky, S. (1971). Rules for radicals. New York: Random House.

Bellah, R.N. et al. (1985). Habits of the heart: Individualism and commit­ment in American life. NY: Harper & Row. (Ch. 7 and 8)

Berkowitz, B. (1984). Community dreams: Ideas for enriching neighborhood and community life. Impact Press.

Bicklen, D.P. (1983). Community organizing. Prentice Hall.

Bobo, K., Kendall, J., and Max, S. (1991). Organizing for Social Change. St. Paul, MN: Seven Locks.

Brager, G., Specht, H., & Torczyner, J.L. (1987). Community Organizing (2nd ed.). Columbia U. Press.

Brodsky, A.E., Marx, C.M. (2001). Layers of identity: Multiple psychological senses of community within a community setting. Journal of Community Psychology, 29, 161-178.

Brodsky, A.E., O'Campo, P.J., & Aronson, R.E. (1999). PSOC in community context: Multi-Level correlates of a measure of psychological sense of community in low-income, urban neighborhoods. Journal of Community Psychology, 27, 659-679.

Burghardt, S. (1982). Organizing for community action. Sage.

Chavis, D.M. & Wandersman, A. (1986). Roles for research and the researcher in neighborhood development. In R.B. Taylor (Ed.), Urban neighborhoods: Research and policy. New York: Praeger.

Chavis, D.M., & Wandersman, A. (1990). Sense of community in the urban environment: A catalyst for participation and community development. American Journal of Community Psychology, 18, 55-82.

Christenson, J.A., & Robinson, J.W., Jr. (Eds.)(1980). Community development in America. Iowa State U. Press.

Christenson, J.A., & Robinson, J.W., Jr. (Eds.)(1989). Community development in perspective. Iowa State U. Press.

Churchman, A. (1987). Can resident participation in neighborhood rehab programs succeed? Israel's Project Renewal through a comparative perspective. In I. Altman & A. Wandersman (Eds.), Neighborhood and community environments. New York: Plenum.

Clinard, M.B. (1970). Slums and community development: Experiments in self-help. NY: Free.

Cook, J. B. (nd). Community development theory. Columbia, MO: University of Missouri.

Cooper, C. & Hawtin, M. (Eds): Resident Involvement and Community Action: Theory to Practice.

Crensen, M. (1978). Social networks and political processes in urban neighborhoods. American Journal of Political Science, 22, 578-594.

Crensen, M. (1983). Neighborhood politics. Cambridge, MA: Harvard University Press.

Cunningham, J.V., & Kotler, M. (1983). Building neighborhood organizations. University of Notre Dame Press.

Florin, P.R., & Wandersman, A. (1984). Cognitive social learning and participation in community development. American Journal of Community Psychol­ogy, 12, 689‑708.

Friedmann, J. (1992). Empowerment: The politics of alternative development. Cambridge, MA: Blackwell.

Gibson, J.O., Kingsley, T., & McNeely, J.B. (1997). Community Building: Coming of Age. St. Paul, MN: Wilder Foundation Publications.

Giamartino, G., & Wandersman, A. (1983). Organizational climate correlates of viable block organizations. American Journal of Community Psychology, 11, 529‑541.

Ginsberg, R. (1983). Community development strategies evaluation: Offsite effects. Philadelphia: University of Pennsylvania.

Ginther, K., Denters, E., & de Waart, P.J.I.M. (1995). Sustainable development and good governance. Dordrecht, Netherlands: Martinus Hijhoff Publishers.

Hallman,H.W. (1984). Neighborhoods: Their place in urban life. Sage.

Heller et al. (1984). Psychology and Community Change. (Ch. 10: "Citizen Participation")

Higgins, J. W. (1999). Citizenship and empowerment: a remedy for citizen participation in health reform. Community Development Journal, 34, 287-307.

Higgins, K.M., & Mazula, A. (1993). Community Development: A National Strategy in Zimbabwe. Community Development Journal, 28, 19‑30.

Hughey, J.B., Speer, P.W., & Peterson, N.A. (1999). Sense of community in community organizations: Structure and evidence of validity. Journal of Community Psychology, 27, 97-113.

Ife, J. (1995). Community development: Creating community alternatives- vision, analysis and practice. Melbourne: Longman.

Kahn, S. (1991). Organizing: A guide for grassroots leaders. Silver Spring, MD: National Assoc. of Social Workers.

Kilpatrick, S., Bell, R., & Falk, I. (1999).The role of group learning in building social capital. Journal of Vocational Education and Training, 51, 129-144.

Kingston, S., Mitchell, R., Florin, P., & Stevenson, J. (1999). Sense of community in neighborhoods as a multi-level construct. Journal of Community Psychology, 27, 681-694.

Kramer, R.M., & Specht, H.(eds.) (1969). Readings in community organization practice. Prentice-Hall.

Kretzman, J.P., & McKnight, J.L. (1993).   Building communities from the inside out. Chicago, IL: ACTA.

Kroeker, C.J. (1995). Individual, organizational, and societal empowerment: A study of the processes in a Nicaraguan agricultural cooperative. American Journal of Community Psychology, 23, 749‑764.

Lawson et al. (1982). Lead on: The complete handbook for group leaders. Impact.

Maton, K.I., & Salem, D.A. (1995). Organizational characteristics of empowering community settings: A multiple case study approach. American Journal of Community Psychology, 23, 631-656.

Mattesich, P., & Monsy, B. (1992). Collaboration: What Makes It Work. St. Paul, MN: Wilder Fndn. Publications.

Mattesich, P., & Monsy, B. (1997). Community building: What makes it work?  A review of factors influencing successful community building.  St. Paul, MN: Amherst H. Wilder Foundation.

McKnight, J. (1995). The careless society: Community and its counterfeits. NY: Basic.

Minkler, M. (1997)(Ed.). Community organizing and community building for health. Rutgers U. Press.

Moffatt, K.; George, U.; Lee, B.; McGrath, S. (1999). Advancing citizenship: a study of social planning. Community Development Journal, 34, 308-317.

Nientied, P., Mhenni, S.-B., De‑Wit, J. (1990). Community Participation in Low‑Income Housing Policies: Potential or Paradox. Community Development Journal, 25, 42‑55.

Penn, R. (1993). Building community capacity: The role of community government. Community Development Journal, 28, 316-320.

Perkins, D.D. (1995). Speaking truth to power: Empowerment ideology as social intervention and policy. American Journal of Community Psychology, 23, 765-794.

Perkins, D.D., Brown, B.B., & Taylor, R.B. (1996). The ecology of empowerment: Predicting participation in community organizations. Journal of Social Issues, 52, 85-110.

Perkins, D.D., Florin, P., Rich, R.C., Wandersman, A. & Chavis, D.M. (1990). Participation and the social and physical environment of residential blocks: Crime and community context. American Journal of Community Psychology, 18, 83-115.

Putnam, R.D. (2000). Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster. ISBN: 0684832836

Ramirez, R. (1990). The Application of Adult Education to Community Development. Community Development Journal, 25, 131‑138.

Rao, P.K. (2000). Sustainable development: Economics and policy. Malden, MA: Blackwell.

Rappaport, J. (1995). Empowerment meets narrative: Listening to stories and creating settings. American Journal of Community Psychology, 23, 795-807.

Rich, R.C. (1980). A role for neighborhoods in urban governance? In T.K. Barnekov & M.H. Callahan (Eds.), Neighborhoods. Newark: Univ. of Delaware.

Rich, R.C. (1980). Dynamics of leadership in neighborhood organizations. Social Science Quarterly, 60, 570‑587.

Rich, R.C. (1981). Municipal services and the interaction of the voluntary and government sectors. Administration and Society, 13, 59‑76.

Rich, R.C. (1981). The roles of neighborhood organizations in urban service delivery. In H. Specht & R. Kramer (Eds.), Readings in community organization practice. Englewood Cliffs: Prentice‑Hall.

Rich, R.C., & Rosenbaum, W.A. (1981). Citizen participation in public policy. J. of Applied Behavioral Science, 17(4).

Rubin, H.J., & Rubin, I.S. (1992). Community organizing and development (2nd ed.). New York: Macmillan.

Saegert, S., & Winkel, G. (1996). Paths to community empowerment: Organizing at home. American Journal of Community Psychology, 24, 517-550.

Schorr, L. (1997). Common purpose: Strengthening families and neighborhoods to rebuild America. NY: Anchor.

Slayton, R.A. (1986). Back of the yards: The making of a local democracy. Univ. Chicago Press. HN80.C5.S56

Sonn, C.C., Bishop, B.J., & Drew, N.M. (1999). Sense of community: Issues and considerations from a cross-cultural perspective. Community Work and Family, 2, 205-218.

Speer, P.W., & Hughey, J. (1995). Community organizing: An ecological route to empowerment and power. American Journal of Community Psychology, 23, 729-748.

Theodori, G.L. (2000). Levels of analysis and conceptual clarification in community attachment and satisfaction research: Connections to community development. Journal of the Community Development Society, 31, 35-58.

Unger, D.G., & Wandersman, A. (1983). Neighboring and its role in block organizations. American Journal of Community Psychology, 11, 291‑300.

Wandersman, A. (1981). A framework of participation in community organizations. Journal of Applied Behavioral Science, 17, 27-58.

Wandersman, A., Florin, P., Chavis, D.M., Rich, R.C., & Prestby, J. (1985). Getting together and getting things done. Psychology Today, 65‑71.

Wandersman, A., Florin, P., Friedman, R., & Meier, R. (1987). Who participates, who does not, and why? An analysis of voluntary neighborhood organizations in the United States and Israel. Sociological Forum, 2, 534‑555.

Wandersman, A., & Giamartino, G. (1980). Community and individual difference characteristics as influences on initial participation. American Journal of Community Psychology, 8, 217-228.

Warren, D.I., & Warren, R.B. (1977). The neighborhood organizer's handbook. University of Notre Dame Press.

Warren, R.L. (1965). Studying your community. NY: Free Press.

Winer, M., & Ray, K. (1994). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. St. Paul, MN: Wilder Foundation Publications.

Yates, D. (1973). Neighborhood democracy. Lexington, MA: Heath.

 

Housing and Neighborhood Revitalization, Planning & Design:

Achtenberg, E., & Marcuse, P. (1983). Towards the decommodification of housing: A political analysis and a progressive program. In C. Hartman (Ed.), America’s housing crisis: What is to be done? (pp. 202-231). Boston: Routledge & Kegan Paul.

Ahlbrandt, R.S., Jr., & Brophy, P. (1975). Neighborhood revitalization: Theory and practice. D.C.Heath.

Ahlbrandt, R., & Cunningham, J. (1979). A new policy for neighborhood preser­vation. New York: Praeger.

Altman, I., & Zube, E.H. (eds.)(1989). Public places and spaces. NY: Plenum.

Appleyard, D. (1981). Livable streets. Berkeley, CA: U.Cal.Press.

Armstrong, J. (1993). Making community involvement in urban regeneration happen: Lessons from the United Kingdom. Community Development Journal, 28, 355-361.

Arnaud, C.-A. (1993). The role of housing in social integration strategies for disadvantaged young people. Community Development Journal, 28, 334-341.

Audirac, I. (1992).  Is the development debate of the 1990s to resonate as a fanfare for community? Journal of the American Planning Association, 58, 514-516.

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