Three Histories of Greening and Whiteness in American Cities
Bibliographic record
Abstract
How has urban greening related to the degree of whiteness in neighborhoods? The answer to this question provides an essential “historical diagnostic” that can be used to develop an approach to urban ecology which integrates racial and ethnic change into the planning for proposed interventions. In this paper we employ state sequence analysis to analyze the historical trend of greening (including the implementation of new parks, greenways, community gardens, green recreation areas, and nature preserves) between 1975 and 2014 in a sample of nine cities in the United States relative to concentrations of white and non-white residents. We divide the nine cities into three common growth trajectories and separately examine the trends for each growth trajectory. We further illustrate these trends by mobilizing qualitative data from field work in selected neighborhoods to help explain the processes that generate certain key findings in the quantitative data. We find that the relationship between greening and race/ethnicity differs according to city-level growth trajectory. Cities with continuous high and rapid levels of growth in the postwar period have the strongest link between increased greening and whiter populations. Meanwhile, in cities that contracted or had a punctuated growth pattern, non-white areas had a uniformly low level of greening that occurred mostly in recent years. In all, we show how urban growth, greening, and whiteness are inextricably associated qualities of American cities. We argue that understanding this association is essential for development of a race-conscious model for enhancing urban ecosystems.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".