Ocampo Capstone_Final_APPROVED

Running Head: PHOTOVOICE: EMPOWERING YOUTH IN BOYLE HEIGHTS

PHOTOVOICE ADDRESSING GENTRIFICATION IN BOYLE HEIGHTS BY

EMPOWERING YOUTH

___________________________________

A Capstone Project

Presented

to the Faculty of

California State University Dominguez Hills

_____________________________________

In Partial Fulfillment

Of the Requirements for the Degree

Master of Social Work

___________________________________

by

Felipe Ocampo, Jr.

Spring 2015

PHOTOVOICE: EMPOWERING YOUTH IN BOYLE HEIGHTS

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Abstract:

This study engaged six youth as co-researchers to explore their perspectives about

gentrification and displacement in their Boyle Heights’ community. The issue of gentrification in

Boyle Heights is explored as a concern to social advocates and leaders as they recognize their

role in responding to the displacement of low-income families and the social injustices. An

analysis of upcoming transit-oriented development is presented in relation to upcoming

development projects in Boyle Heights. The methodology used in the study was a participatory

research approach known as photovoice, which is used in research as an effective technique in

addressing social disparity issues by empowering community members to become advocates.

The study provided youth an opportunity to voice their perspectives through the use of

photography, digital story-telling and semi-structured focus group discussions. The youth

identified six themes including undesired change, lost opportunities and friendships, social ties

and social support, unaddressed needs, fear, and resistance during a series of focus group

discussions that took place during the study.

Additionally, the research addresses the shortcomings of utilizing a participatory research

method with a sample size of youth, a proposal to recruit a representative sample is made. This

research assisted in the recognition of the youth’s experience in Boyle Heights during a period

when gentrifying factors are influencing changes in their community. Although there is certainly

value in the traditional quantitative methods used in research, the photovoice method for this

study offered a new perspective on the issue of gentrification through a new youthful audience.

The themes that emerged tell a clear story about how the youth have a genuine and vested

interest in the development of their surroundings.

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Acknowledgements:

I will be forever grateful to the various individuals in my life that have provided me

strength, encouragement and support throughout this journey. This capstone project would not

have been completed without the participation and enthusiasm of the six youth that participated

in this study.

I wish to thank my community organization partners East Los Angeles Community

Corporation, Las Fotos Project and LURN Network for their contributions and their

collaborations on the various stages of this capstone project. I am thankful for their passion and

commitment to this study and to the issue of gentrification in Boyle Heights.

Many thanks to Dr. Elizabeth Barnett for sharing her wisdom and expertise with me and

believed in my ability to implement this study and carry out this feat. Her support during our

meetings always left me feeling empowered and thinking about the possibilities. In addition, I

want to thank the Dominguez Hills Social Work faculty for their warmth, wisdom and

encouragement during this journey.

Throughout this study, I had constant support of my family, friends, and fellow

colleagues. They were all instrumental to my well being and were always willing to discuss my

research, the process, and the experiences from the process. I could not have done this without

their love and laughter, and for always believing I would succeed in completing this capstone

project.

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TABLE OF CONTENTS

CONTENTS PAGE

SIGNATURE PAGE........................................................................................................................i

ABSTRACT....................................................................................................................................ii

ACKNOWLEDGEMENTS............................................................................................................iii

CHAPTER I: INTRODUCTION.....................................................................................................1Need for the Study...............................................................................................................1Terminology.........................................................................................................................2Theoretical Framework........................................................................................................2

CHAPTER II: REVIEW OF LITERATURE..................................................................................4History of Gentrification......................................................................................................4Transit-Oriented Development............................................................................................8Participatory Research Approach........................................................................................9Photovoice..........................................................................................................................10Engaging and Organizing Youth in Research....................................................................12Boyle Heights Community................................................................................................13

CHAPTER III: METHODOLOGY...............................................................................................15Qualitative Study Design...................................................................................................16Photovoice Method............................................................................................................16Site Selection and Participant Recruitment........................................................................16Data Collection..................................................................................................................17Focus Groups.....................................................................................................................18Photovoice Project Timeline..............................................................................................18Photovoice Discussion Questions......................................................................................18Photographs........................................................................................................................19Data Analysis.....................................................................................................................19Selection of Photographs for Las Fotos Project Art Exhibit..............................................20Role of the Researcher.......................................................................................................21

CHAPTER IV: RESEARCH RESULTS.......................................................................................23Implementing the Study.....................................................................................................23Recruitment Process...........................................................................................................24Focus Group Meetings.......................................................................................................25Participant Demographics..................................................................................................27Youth Participants..............................................................................................................27Participatory Analysis........................................................................................................28Selecting Photographs........................................................................................................28Contextualizing..................................................................................................................29

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Coding................................................................................................................................29Thematic Analysis.............................................................................................................30Findings..............................................................................................................................30Discussion of Themes........................................................................................................30Theme 1: Undesired Change..............................................................................................30Theme 2: Lost Opportunities and Friendships...................................................................33Theme 3: Social Ties and Support.....................................................................................34Theme 4: Unaddressed Community Needs, Our Needs....................................................37Theme 5: Fear....................................................................................................................39Theme 6: Our Barrios, Our Terms.....................................................................................41Las Fotos Project Art Exhibit............................................................................................43

CHAPTER V: DISCUSSION........................................................................................................45Significance of the Findings..............................................................................................45Limitations.........................................................................................................................47Recommendations for Future Research.............................................................................48Concluding Remarks..........................................................................................................48

REFERENCES..............................................................................................................................50

APPENDICES...............................................................................................................................55

Appendix A: SHOWeD Form............................................................................................55Appendix B: Informed Consent (English).........................................................................56Appendix C: Informed Consent (Spanish).........................................................................58Appendix D: Assent Form.................................................................................................60Appendix E: Concept Proposal..........................................................................................62Appendix F: Photovoice Orientation Presentation............................................................64Appendix G: Photo Ethics.................................................................................................65Appendix H: Recruitment Flyer.........................................................................................66Appendix I: Photovoice Agenda Week 1...........................................................................67Appendix J: Las Fotos Project Letter.................................................................................68

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LIST OF FIGURES

Figure 1. Demographics Table......................................................................................................27Figure 2. Youth Participant 5 photograph: Metro .......................................................................31 Figure 3. Youth Participant 1 photograph: Empty Lot.................................................................32 Figure 4. Youth Participant 6 photograph: Oscar De La Hoya Animo Charter School................33Figure 5. Youth Participant 3 photograph: Liquor Store..............................................................35 Figure 6. Youth Participant 2 photograph: La Curandera............................................................36 Figure 7. Youth Participant 4 photograph: Trash.........................................................................38 Figure 8. Youth Participant 2 photograph: Linda Vista Community Hospital..............................39Figure 9. Youth Participant 3 photograph: Starbucks, Olympic & Soto.......................................40Figure 10. Youth Participant 4 photograph: Stop Gentrification..................................................42Figure 11. Las Fotos Art Exhibit...................................................................................................44

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PHOTOVOICE: EMPOWERING YOUTH IN BOYLE HEIGHTS 1

CHAPTER I: INTRODUCTION

The purpose of this study is to understand the effects of gentrification in Boyle Heights

by cataloging the lived experience of youth through the methodology of photovoice. This chapter

begins by justifying the need for this study and provides operational definitions for words that

frequent the study and require explanations. In the latter section of this chapter, the theoretical

parameters for the study are presented.

In Chapter Two, the literature review begins by assessing the historical context of

gentrification in the United States, identifying the costs of gentrification, and introducing transit-

oriented development. Next, the participatory research approach known as photovoice is

explained and justified as methodology in social work research that empowers participants to

advocate for change. The chapter concludes with the history of displacement and revitalization

efforts in Boyle Heights and the proposed transit-oriented development plans by Los Angeles

Metro.

Need for the Study

The need to address the current wave of gentrification within Boyle Heights is becoming

urgent. The consequences of gentrifying a neighborhood by developing housing that price out

current residents are detrimental to the wellbeing of the Boyle Heights community, its youth, and

the local businesses. This issue is of concern to social workers as they recognize their role in

responding to the displacement of low-income families and the resulting social injustices. By

applying a community capacity building framework, this study posits the need to build capacity

among the youth and community members of Boyle Heights in order to address current

gentrification and redevelopment concerns.


Terminology

It is imperative to note the definition of gentrification that I will be employing was coined

in Ruth Glass’ 1964 book London, Aspects of Change. In her book, gentrification materializes

from the British term, “gentry,” meaning the upper class (1964, Page 22). Glass also discusses

the working-class houses from London that were sub-divided and upgraded once their leases

expired. These “upgrades” caused the social status of the neighborhood to increase along with

the rents. Consequently, the working-class community was displaced. Glass noticed this

phenomena occurring in an ample number of London neighborhoods and her analysis became

the common method of looking at gentrification once it started occurring throughout the United

States.

Transit-oriented development (TOD) is an additional term that requires explanation.

There are many iterations of TOD in literature such as transit villages, transit-supported

development, and transit-friendly design but transit-oriented development remains the most

widely-used form (Cervero, 2004). As Cervero (2004) points in Chisholm's' Transit Cooperative

Research Program, the term has been known as the practice of developing or intensifying land

use near railroads or a mixed-use community that encourages people to live near transit services.

However, for the purposes of my research study, transit-oriented development (TOD) is a mixed-

use residential or commercial area that is intended to maximize access to public transportation.

Theoretical Framework

Community work is a practice that is meant to help people create unity and dialogue

amongst themselves to identify issues of concern and take action to resolve them (Modern Social

Work Theory, Pg 208, 2005). According to Payne (2005), community development can be

utilized to help groups come together and participate in gaining skills and confidence. Through


development efforts, groups of people can promote political action for services and facilities in

their neighborhood. Thus, community development work is a distinctive form of practice that

calls upon both theory and knowledge (Payne, Pg 50, 2005).

Through an assets and social development lens, Shanks and Robinson (2013) elucidate

the relationship between a person’s health and where they live. There is a large body of evidence

that strongly associates health outcomes of individuals and their family assets. The evidence

supports that greater wealth, higher income, higher education, and residing in localities full of

services and linkages aid in developing healthy families. In particular, the immediate

environment plays a key role in shaping the health and educational outcomes of children and

families. The economic resources a community offers will provide permanence and reduce the

risk factors that exist in the immediate environment (Shanks and Robinson, 2013). An

environmental element that cannot be ignored is the built environment. Bullard, Johnson, and

Torres (2011) point out the interrelatedness of the built environment such as green access,

industrial facilities, and air quality and it impacts low-income communities like Boyle Heights.

Overall, it is argued that assets in a community are social determinants that will impact the

outcomes of the community members and affect their life trajectory some shape or form.

Using participatory research method such as photovoice with the Boyle Heights

community will create opportunities to develop social capital, building capacity and address

social exclusion. Social capital is created through the interaction of the participants and their

community and one of the topics discussed would be social exclusion (Payne, 2005). Creating

social capital increases community and social infrastructure which becomes an important

resource. Capacity-building helps build understanding and enhances skills in order to enable

community members to participate more effectively in their community. The social inclusion of


disadvantaged individuals and communities helps them have a stronger presence by being

provided opportunities and resources for participation.

Many issues of social development concern poverty, gender, ethnicity and its

consequence for the identity of the individual. Therefore, social development connects with ideas

from Critical Race Theory and Intersectionality. Research and interaction with communities of

color necessitate culturally competent practices. Using a critical race theoretical approach, the

relationship among race, racism and power is evaluated in order to understand social situations

and how to change them (Delgado, 2000). Gentrification, through a critical race lens, would

necessitate a review of the racial implications of public policy that furthers the agenda of

development projects that displace people of color. As critical race theorist Delgado (2000)

posits, racism is ordinary and difficult to address in its form of color-blind policies. Unless

efforts by community members and agencies work to disrupt the displacement of people of color

things will remain unchanged. Then, it is vital that voices-of-color be used to give power of

speech to the oppressed so that their testimony and experiences with oppression are heard. In

essence, photovoice is a method to that allows for voices-of-color to be heard.

CHAPTER II: REVIEW OF LITERATURE

History of Gentrification

Gentrification, in the United States, began as an isolated process in a few American

neighborhoods and later became common in small non-global cities. The Brookings Institute

defines gentrification as, “the process by which higher income residents displace lower income

residents of a neighborhood, changing the essential character and flavor of that neighborhood”

(Kennedy and Leonard, 2001). The first documented wave of gentrification occurred when local

city government and national US government sought to counter the private-market economic


drop of central city neighborhoods during the 1970’s (Hackworth and Smith, 2001). As a

consequence of the gentrification intervention to address the decline of private-market housing,

Hackworth and Smith (2000) found that conditions deteriorated for the working class. The

second wave of gentrification took place in the 1980’s and involved cities near New York. In this

period, deep political tension revolved around the displacement of the poorest residents. In New

York City small neighborhoods like SoHo, Tribeca, and the Lower East Side experienced

residential gentrification through the flow of capital in the arts (Hackworth and Smith, 2001).

During the mid to late 1990’s, the third wave of gentrification involved ease of access for

corporate developers to gentrify cities and neighborhoods without much community resistance.

The ease of access is described by Hackworth and Smith (2000) as an active pursuit of state

governments to create tax revenues by allowing practices of displacement to occur.

Gentrification displaces many public housing recipients into similar communities where

their previous experiences are repeated. According to Formoso, Weber, and Atkins (2010),

gentrification changes the environment in which children and families socialize, for better or for

worse. Academics and policymakers argue that concentrated poverty can be eased and risk

factors reduced by mixing households with different earnings (Formoso, Weber, and Atkins

2010). However, as working-class and ethnic-minority residents are gradually priced out of

areas, evidence that gentrification leads to social polarization and displacement continues to

escalate (Lees, 2008). Formoso, Weber, and Atkins (2010) posit three ways that the de-

concentration of poverty can occur: 1) poor families become less poor through improved income

and living standards that are influenced through mixed income development, 2) improved

financial standing will allow families to relocate to wealthier areas, and 3) wealthier families can

relocate to low-income neighborhoods and gentrify the area. In order to understand the three


ways the de-concentration of poverty can occur, the researchers focused on two indicators of

gentrification, the influx of affluent residents and the displacement of low-income residents.

Formoso, Weber, and Atkins (2010) counsel policymakers for the need to address gentrification

by retaining low-income families and funneling tax revenues created by the process back to the

community. In contrast, Walks and Maaranen (2008) studied the relationship between three

elements of gentrification the time span of gentrification, changes in income, and shifts in ethnic

diversity. Their research indicated that gentrified areas experienced a drop in the ethnic makeup

of the communities and a drop in the numbers of immigrant populations (Lees, 2008).

During the gentrification process, displacement begins to occur in communities as

homeowners evict tenants to sell homes. This is a fairly common sequence, as Smith and

LeFaivre (1984) note, which involves families being displaced once or twice within the same

neighborhood. Still, the process continues as families are displaced until they reach a stage where

moving to the suburbs is the only option (Smith and LeFaivre, 1984). It is Smith and LeFaivre’s

assertion that the continuous displacement of people is caused by the high number of

redevelopment projects concentrated in the area. More recently, Newman and Wyly (2006)

review the effects of displacement over a span of ten years. Using a quantitative evaluation of

displacement in New York City they identify the effects in communities such as increased

housing costs and landlord harassment and evictions. Their research highlights the vital role

community organizations play in ensuring the availability of affordable housing through their

organizing and housing efforts (Newman &Wyly, 2006). By ensuring housing, they note that

displacement efforts are reduced and the impact to the community is minimal. Through their

research, Newman and Wyly (2006) revealed that policymakers planned to create

homeownership and revitalize neighborhoods through mixed income and mixed race approach.


However, their actions did not yield results due to the lack of consideration for protecting and

retaining low-income residents in their mixed model approach.

As a result of gentrification, communities organize development projects, such as the

Pilsen Alliance, a group of community activists united to counter displacement efforts that are

caused by urban preservation. Urban preservation is a strategy that questions what needs to be

preserved and how it should be preserved during development. Zhang (2011) examined two

Chicago neighborhoods that underwent urban preservation and analyzed how political

fragmentation impacted the two localities (Zhang, 2011). According to Parillo (2008), political

fragmentation is the existence of multiple units of government in urban and suburban areas,

including special purpose governmental units like transportation authorities. Urban preservation

came into existence as a reaction to industrialization in order to protect public infrastructure (e.g.

roads and rail) and land use; its meaning has since evolved to signify a strategy of fiscal

development and community revitalization (Zhang, 2011). The implications of urban

preservation, according to Zhang, include concerns with policy, the allocation of resources, and

the income of residents. Other aspects that affected urban preservation efforts include differences

in community demographics, internal power struggles, and outside government forces (Zhang,

2011). As urban preservation continues to be adopted by resource-poor communities as a

strategy against gentrification, political division and structure of local politics must be kept in

mind. Their role in public policy is vital in their quest to balance affordable housing and the need

to diversify the city into economically integrated communities.

Social mixing is a strategy that is promoted as a solution to alleviate the ills of

gentrification, but instead has been found to have detrimental effects on communities (Lees,

2008). Lees questions the extent to which social mixing, the act of moving middle-income


people into low-income urban neighborhoods, provides a positive impact in communities. The

assumption for those in favor of social mixing policies is that communities will be less

segregated and more sustainable. In terms of policy, three rationales are provided from those in

favor of social mixing. An argument is made that mixed neighborhoods will have stronger

advocates for social change from the middle-class members, are able to support a stronger local

economy, and that the social bonds created from social mixing will lead to economic

opportunities (Lees, 2008). Scholars, however, contend that social mixing is merely a strategy

for deflecting the criticism that would be received by using gentrification terminology.

Academics caution that more research must be conducted on social mixing before it proceeds to

be implemented into policy; they warn that social mixing may create cultural and social class

tensions that will lead to withdrawal rather than mixing and that even with the middle-class’

longing for social integration, each party tends to self-segregate (Lees, 2008) It is Lees’

contention that social mixing policies are cosmetic rather than holistic policies. As Cheshire

(2006) states, forcing neighborhoods to mix is a solution that treats the symptoms of inequality

and not the cause. Families that stay in gentrifying neighborhoods are likely to incur heavier

burdens such as cutbacks in household expenditures in order to address the rising rent costs or

relocating to a smaller household (Newman & Wyly, 2006).

Transit-Oriented Development

Transit-oriented development generally refers to walkable, compact and mixed use

development neighboring a transit zone (Duncan, 2004). According to Holmes and Van Helmer

(2008), city planners identified three essential zoning strategies for successful transit-oriented

development; strategies include “active pedestrian friendly streets, building intensity and scale,

and careful transit integration.” An environment that welcomes pedestrians will provide ample


sidewalk space while building intensity is regulated at the city level and transit integration is

accomplished by ensuring safety to the community (Holmes and Van Hemer, 2008). Early

literature emphasized the benefits of TOD heavily without giving much thought to the

consequences. Cervero (2004) produced multiple benefits that transit-oriented development

brings to communities and local governments including as neighborhood revitalization,

improved transportation conditions, and enhancement of built and natural environments.

In order to address the demand for denser communities with increased access to public

transit, cities are utilizing or planning to utilize transit-oriented development. However, the

demand for transit areas creates increasingly expensive housing, which in turn displaces low-

income individuals and families. Holmes and Van Hemer (2008) purport that varied housing

options such as single family homes, townhouses, and a sufficient amount of affordable rental

units are essential for transit-oriented development. Flint (2005) found that high-density

developments that were a result of TOD tend to entice certain demographic segments that can

afford to pay premium prices. However, there are successful examples of transit-oriented

development, such as the Fruitvale station in Oakland, where grassroots community participation

led to revitalization without abrupt gentrification and displacement of residents (Flint, 2005).

Participatory Research Approach

Participatory methodologies are based on the premise that research cannot be

accomplished neutrally. By recognizing subjectivity and allowing for the insertion of participants

in the research process, participatory research is capable of focusing on the experiences of

individuals and communities with the intention of comprehending and ameliorating their social

conditions (Minkler & Wallerstein 2003). Participatory research is a method that presents

opportunities for participants to feel empowered through their contributions in the process. A


primary goal of a participatory approach is to gain a greater understanding of the challenges

experienced by people or communities through their inclusion in the research process (Minkler

& Wallerstein 2003). Participatory research seeks to include participants in the research process

as co-researchers that contribute to the direction that the research takes. Additionally,

participatory approaches challenge the possibility of the objective and unbiased researcher

(Castleden & Garvin, 2008). The specific participatory approach that is drawn upon in this thesis

is a visual methodology called photovoice.

Photovoice

Photovoice is a community-based participatory approach that was developed by Wang

and Burris (2004), of the University of Michigan, based on an understanding that people are

experts of their own lives. The technique empowers community participants to collect data by

documenting their observations through photographs (Powers & Freedman, 2012). By using

photovoice, Powers and Freeman (2012) note that community members are capacitated to

become authorities of their own lives and experiences instead of being subjects of a research

study. The photovoice methodology is constructed on the concept that images can teach, pictures

can influence policy, and that communities, through participation, can shape public policy

(Wang, 1999) Before utilizing the photovoice technique, it is essential that a safe space and

location to host meetings is ascertained. According to Wang and Burris (1997), photovoice has

three primary goals: “to enable people to (1) record and represent their everyday realities; (2)

promote critical dialogue and knowledge about personal and community strengths and concerns;

and (3) reach policymakers.” In essence, the intended outcomes of using photovoice successfully

are empowering participants, assessing community needs and assets, and community action by

the participants.


The benefits of photovoice as a community-based participatory approach stem from its

ability to empower communities. In a Flint Photovoice Project held in Flint, Michigan

spearheaded by Caroline Wang, youth were empowered to express concerns around violence to

key political figures (Wang, et. al., 2004). As a result of this project, funding was acquired to

create violence prevention programs to address the concerns of the youth. An additional benefit

from the Flint Photovoice project was community building through the involvement by residents

that differed in age, income, sex, and social power (Wang, et. al., 2004). Photovoice can also

benefit youth development by harnessing the desire of young people to express their creativity.

Wang (2006) notes that youth are a group that is often underrepresented and stigmatized, but

through photovoice, they have an opportunity to advocate for their concerns using their

expertise. An additional benefit of youth involvement is the opportunity for intergenerational

partnerships, which is often rare in communities (Wang, 2006).

Though still limited, photovoice is increasingly being used in research but not without

obstacles. In the Baltimore Photovoice project, site selection for housing such a project presented

the researchers difficulties (Strack, Macgill and McDonaugh, 2004). A stable site location is

recommended as it helps prevent attrition and the acceleration of the project that could hinder its

quality. Strack, Macgill and McDonaugh (2004) note that planning with a flexible timeline will

provide participants options and allow them to take ownership of the project. Additionally, the

researchers strongly suggested that the duration of the project be lengthened to maximize the

level of empowerment for photovoice participants. Strack, Macgill and McDonaugh (2004)

advise that sufficient time be allotted for participants to grasp the basics of photography in order

to ensure quality photographs.


One crucial recommendation for photovoice researchers is the identification and

assessment of the participant’s abilities. For Strack, Macgill and McDonough (2004), it was vital

that they assess their youth participants accurately, in order to build on their competencies. More

importantly, although photovoice enhances empowerment and informs policymakers, the

researchers caution that this intervention does not completely resolve community issues. A

photovoice program may not lead to a comprehensive state of empowerment, and instead, may

produce a negative effect by failing to inform policy or rally public concern. Another aspect that

may falter in a photovoice project is the willingness by participants to identify community

deficits. Strack, Macgill and McDonough (2004) contend that participants may fail to recognize

the significance of their everyday reality or fear exposing devastating aspects of their

community. Photovoice is not without its limitations but it has great appeal as a method that

engages community members and empowers them to become vocal participants of their

community.

Engaging and Organizing Youth in Research

Involvement by youth in participatory research empowers youth to take action and

consider their place within their community (Wang, 1997). The stories that are elicited through

the photographs carry power and demonstrate the potential to evoke change through the use of

the photovoice method with youth. Youth that take part in participatory research approaches are

able to take action to solve neighborhood problems, which research shows develops hope,

optimism and builds a sense of self-efficacy among them (Ginwright, 2010). Strack, Magill, and

McDonaugh (2004) deemed photovoice to be an effective program for youth, only if,

practitioners are mindful of photography skills of the youth, their roles as researchers and in

society, and sensitivity to community deficits that exist in the youth's environment. Overall,


Strack et al. (2004) supports the photovoice method for youth as a means for enhancing their

capacity and ability to inform policymakers.

Organizing youth to participate in participatory research is an effective entry point for

leadership development within the context of a social justice issue. Youth organized in groups

aim to teach important leadership skills that are necessary to confront issues that matter most to

young people of color (Ginwright, 2010). Few opportunities exist for youth of color to build

leadership skills and cultivate a critical perspective about how to bring change in their

environment. Ginwright (2010) stresses the need for investment in efforts toward leadership

opportunities for youth of color. The researcher insists that providing such efforts at the high

school level provides a fruitful opportunity to build the capacity of the youth and further develop

leaders. In addition, youth of color from the communities are best suited to confront the social

issues that exist in their community, as they are the most affected group. Most importantly,

Ginwright (2010) emphasizes that organizing youth of color together helps build a sense of

control, agency, and optimism among them, consequently reducing barriers to their advocacy

efforts in public policy.

Boyle Heights Community

Although not extensive, there is literature on the pressures of gentrification and the need

for community action in Boyle Heights. Avila-Hernandez (2005) examined revitalization efforts

in Boyle Heights through a personal narrative approach by reviewing historical displacement in

Los Angeles and redevelopment efforts in Boyle Heights. Avila-Hernandez (2005) notes that

displacement occurred as early as the 1920's in Boyle Heights, primarily for the construction of

Chavez Ravine and the East L.A. freeway interchange. Avila-Hernandez adds that there is a

connection between policy efforts by elected officials and corporate interests. She asserts that


local city politicians and private developers are the major beneficiaries from revitalization

projects in Boyle Heights.

To conclude her research, Avila-Hernandez (2005) offers a strategic plan for community

driven, accountable development in Boyle Heights. Part of the strategy offered by the author is a

call to action that emphasizes the use of grassroots organizing for long-term social change. She

proposes that, with a more effective and long-term strategy, Boyle Heights can become a mixed-

income community with equal opportunity for all of the residents (Avila-Hernandez, 2005). The

primary long-term goal that stressed by Avila-Hernandez (2005) is the implementation of

revitalization guidelines that address the needs of low-income renters. Although Avila-

Hernandez offers numerous action-step suggestions for combating gentrification, none really

seek to empower and build community capacity by using existing community assets.

More recently, Dow (2014) touches on the implications of a proposed redevelopment

project for the Wyvernwood Garden Apartments that would involve 1,187 rent controlled units.

The Wyvernwood apartment complex is one of the few affordable housing options for the

working-class of Boyle Heights. In 2008, similar to the anticipated Sears Tower redevelopment

project, new ownership proposed a plan to revitalize the space with high-rise apartment

buildings, retail goods, and a workplace (Dow, 2014). Dow outlined the probable negative and

positive gentrifying effects that would result from the proposed renovations. According to Dow,

a prognosticated consequence from redeveloping the Wyvernwood apartment complex would be

the creation of new jobs and encouraged commercial growth. However, redevelopment efforts

would augment rent prices and lead to the displacement of those that are unable to afford the new

apartments (Dow, 2014). Dow stresses the historic and cultural significance of Wyvernwood and

how its cultural value would be diminished if redevelopment were to take place. Additionally, by


asking where displaced residents would relocate, Dow brings up the shrinking supply of low-cost

housing in Los Angeles County. Dow offers suggestions for the community of Boyle Heights to

unify as a coalition and oppose redevelopment in order to promote the preservation of a cultural

community asset. However, the authors’ suggestions fall short and place the burden solely on

non-profit organizations. Instead, the recommendation to organize the community would be best

served if it included a method of capacity building for a more long-term sustainable approach.

During the November 5, 2014 meeting of Metro’s Planning and Programming

Committee, an announcement was made for plans to craft new mixed-use developments. After

an eleventh month process, Metro is planning new transit-oriented developments that are mixed-

used for five site locations in Boyle Heights. According to Metro, the transit-oriented

developments would feature an assortment of affordable housing, retail and office space. All five

locations (Mariachi Plaza joint development, Santa Cecilia Apartments, 1st Street and Soto joint

development, Chavez/Soto joint development) are located within walking distance of Metro's

bus and rail services. The proposed Mariachi Plaza development would be an entirely

commercial development that would include a medical office, a retail store, a six-level garage

and space for food and beverages. The Santa Cecilia Apartments will be comprised of 79

affordable housing units, 1st Street and Soto would contain 49 units, and the Chavez/Soto joint

development would contain 39 units. Pricing for all of the units is still unclear and Los Angeles

County Metro has yet to disclose how it will mitigate the impact these projects will have on the

community members of Boyle Heights.

CHAPTER III: METHODOLOGY

This chapter describes the design and methodology that is employed to complete this

research study. Every research project follows a specific design and methodology to gather data


and its analysis. The primary aim of this study is to engage a youthful audience in a conversation

regarding gentrification in Boyle Heights, thus a qualitative study design is used with a

phenomenological approach.

Qualitative Study Design

The nature of the research problem in this study is rooted in the complex topic of

gentrification. The qualitative paradigm is suitable for complex topics like gentrification, which

quantitative approaches would oversimplify (Lancy, 2001). I selected the qualitative research

paradigm as a way to explore the unique perspective of youth with such a complex topic.

Photovoice Method

I developed a qualitative research design by adapting an existing participatory visual

research method, photovoice, developed by Caroline Wang and Mary Ann Burris (1997).

Photovoice differs from other forms of research in that the ultimate goal is to promote grassroots

expertise and action through the results. Wang and Burris (1997) describe photovoice with the

all-encompassing idea that what people at the grassroots level think is important doesn’t match

what policy makers think is important. Photovoice is based on the principles that images can

teach, pictures can influence policy, and community members should participate in crafting

public policy.

Site Selection and Participant Recruitment

In order to gain access to a site and to recruit participants, I first applied for approval

from the California State University of Dominguez Hills Institutional Review Board and to the

partnering non-profit organizations Las Fotos Project and LURN Network. I selected Las Fotos

Project and LURN Network because of their commitment to the Boyle Heights community and

to the use of arts in community development. Las Fotos Project is an organization that is


committed to teaching students methods for bringing about positive change through artistic

methods. The LURN Network is an agency that is collaborating with local Boyle Heights artist’s

trough an initiative called RAICES; together they combat gentrification and displacement

through grassroots efforts. Their commitment aligns with the objectives and methodology of the

study which incorporates the assimilation of art and community capacity building, making Las

Fotos Project and LURN Network conducive to the study. Because of their physical capacity and

safe space, all sessions were hosted at the LURN Network headquarters, located on 2002 E. 1st

Street, Los Angeles, CA 90033 well within Boyle Heights.

The participant recruitment process began with a brainstorming meeting between the

Executive Director at Las Fotos Project and the Executive Director at LURN Network and

myself. Outreach efforts were primarily through in-person presentations at various non-profit

meetings in Boyle Heights and e-mails with a photovoice flyer. The recruitment flyer contained

the purpose of the study and those involved in the study. I attended various Boyle Heights

meetings, hosted by RAICES that included organizational leaders from Boyle Heights. In

addition, I contacted the Project Manager from Building Healthy Communities in Boyle Heights

and he assisted by sharing this opportunity through his network of contacts. Each outreach effort

required the youth to sign up through a Google form. The recruitment process was projected to

take place over two weeks but due to the lack of enrollment it was extended to a month. By the

end of February 2015, eight youth participants signed up and that met the target number of

participants (more than 5). However, after the first phase of the recruitment process, two youth

participants dropped out due to scheduling conflicts and 6 remained committed to participating

in the study.

Data Collection


The data collection strategies for this study are two-fold: engaging youth participants in

focus group dialogue and taking photographs. The use of two data collection strategies allows

participants the chance to select how they can express themselves. This method is an effective

style to engage youth as dynamic participants in research regarding their own surroundings

(Darbyshire, MacDougall, & Schiller, 2005).

FOCUS GROUPS

Each meeting took approximately 1 hour and 30 minutes long with an estimated 8-9

hours contributed by each youth participant. The group discussions took place on Friday

afternoons (4:00pm) at the LURN Network headquarters for 6 consecutive weeks.

Photovoice Project Timeline:

· March 6, 2015: Recruitment Meeting

· March 13, 2015: Photography Tips & First Focus Group Meeting

· March 20, 2015: Second Focus Group Meeting

· April 3, 2015: Third Focus Group Meeting

· April 10, 2015: Fourth Focus Group Meeting

· April 17, 2015: Debrief & Event Planning Meeting

· May 9, 2015: Las Fotos Project Event – Exhibit

Photo Discussion Questions (The questions, in addition to the overarching question for this

study, were asked during the focus group discussions)

· What does gentrification mean to you?

· What does community look like in Boyle Heights?

· What do I want to tell other people about my Boyle Heights community?

· What is social capital? What does it look like in Boyle Heights?

· How has the neighborhood in Boyle Heights changed since you've lived here?

· Who or what do you feel is responsible for this change?

· And what, if anything, could or should be done about it?


· What would change in your neighborhood as a result of gentrification?

· What is it about your environment that encourages you to be engaged?

At each meeting, youth participants were provided an agenda of planned activities

(Appendix I). To encourage group discussion, the SHOWeD method was used to allow the youth

to explain their images to each other (Strack et al, 2004). This method outlines six questions to

be answered for each image:

· What do you See here?

· What is really Happening here?

· How does this relate to Our lives?

· Why does this problem or situation exist?

· How could this image Educate others (the community, policy makers, etc.)?

· What can we Do about the problem or situation? (Pg. 51)

PHOTOGRAPHS

Once their scope is tapered and the topic of gentrification is defined, the participants go

out in their community to collect photographs. The youth were informed every week with a

question that stemmed from the overarching gentrification in Boyle Heights issue. This question

was meant to stimulate their minds and allow them to discuss amongst each other before going

out in the community and photographing. In addition, the youth were reminded every week to

keep the ethics of photography and were each provided with a pocket version of photo ethics by

the Executive Director of Las Fotos Project (Appendix G).

Data Analysis

In this study, data was collected in the form of photographs generated by the participants

(which included narratives from the youth), thought bubble posters developed by the youth


participants, and notes created by the graduate student researcher during the workshop. The data

collected in this study was examined by using a technique suggested for photovoice analysis by

Wang & Burris (1997). Descriptive coding and thematic analysis were utilized to convert

photographs and written narratives into several themes. There are three steps to analyze

photovoice pieces collected in a photovoice project (Wang & Burris 1997). These steps also

represent the methodology that was used by the researchers of this study to analyze the

photovoice photographs and narratives collected.

In the first step, the student participants jointly select the photographs that they view as

the most important and best reflect their perspective on the issue, and can best represent their

lived experience, identity, strengths and struggles (Wang & Burris, 1997). These photos were

later included in the analytical section of the study. The second step pertains to participants

contextualizing the selected photographs by providing details and meaning to each photograph

through their written narratives. Wang et al. (1997) stresses the importance of the story-telling

aspect, which ensures that the student participants can express themselves and stay within the

context of the photographs. The opportunity to share is an important step in exploring the

participants’ socio-cultural context of their community’s everyday experiences with

gentrification (Darbyshire et al., 2005). This process involved using SHOWeD questions

(Appendix A), to critically study the content of the photographs (Wang & Burris, 1997). The

final step is the codifying process which involves the student participants helping to identify and

code the themes that emerge from the photographic data (Palibroda et al, 2009). Descriptive

coding and thematic analysis of the data, was employed for this portion of the study.

Selection of Photographs for Las Fotos Project Art Exhibit

The youth participants expressed their interest in discussing the art exhibit and how their


photographs would be presented. The youth participated in the planning of the event,

development of the flyers (Appendix H), design of the invitations, and advertisement of the

exhibit. We also discussed a various methods for us to showcase a representative sample of the

research they conducted, given that the Las Fotos Project Exhibit had limited space for the

exhibit. We agreed that each member would select their top two photographs that best reflected

their response to the overarching query from the research study and that they would provide me

with captions that encapsulated each photograph’s message. It was decided that I would have the

freedom to arrange the photographs and highlight the themes that surfaced from the data

collected by the youth. My knowledge and experience with composition and other aesthetic

aspects of photography enhanced the presentation of the photographs, without changing the

content provided by the youth, for the exhibit.

Role of the Researcher

I performed this graduate research study in my pursuit of a post professional Master of

Social Work degree in collaboration with my faculty advisor, who is experienced in research and

analysis. In order to maintain the integrity of this study, it is essential to convey and state to the

readers and reviewers of this study about my role as the graduate student researcher. At various

stages of a study, prejudices and biases of the researcher are likely to surface. Therefore, it is

important that those biases are presented throughout the study. This section provides my

reflections from the study and my beliefs and presumptions.

Prior to this research study I have had little experience relevant to social exposure with

youth, thus it is less likely that I held some assumptions and opinions about the youth population

or the sample that was recruited. There are two distinct similarities that I shared with the sample

from the study, the first was identifying with them due to our cultural backgrounds. The second


similarity is the neighborhoods we were raised in, as I was raised nearby in the City of

Commerce. Also, none of the participants had any prior social connection with me or my faculty

advisor. Consequently, dialogs were less likely to be unfair or unreliable based on prior

relationships.

The main role of the graduate student researcher was to collect data from youth

participants and conduct its analysis, along with the distribution of the ensuing findings. The

recruitment of the youth participants was also undertaken by the graduate researcher, in

collaboration with aforementioned non-profit leaders from Boyle Heights. The photovoice

workshops, pivotal to this study, were facilitated by the graduate student researcher. The

graduate student researcher was supervised, guided and assisted by the faculty advisor in order to

maintain the reliability of the study.

During each photovoice workshop session, notes were created by the graduate student

researcher. The researcher was responsible for contacting the participants for scheduling

purposes and designing the agenda for each session. He was also engaged in the networking

process and establishment of relationships with leadership from Boyle Heights. The organization

of the exhibition of photovoice photographs and narratives created by the youth participants was

also a responsibility of the graduate student researcher.

In the following chapter, an analysis of the workshop results, findings, and an evaluation

is produced. The findings are dispersed in various forms (photographs, documentation, and a

photograph exhibit at a Las Fotos Project event). The researcher assesses the process of engaging

and training the participants on principles of photography. To conclude, the evaluation addresses

the discussions that surfaced in each the focus group meetings and the most discussed topics and

themes.


CHAPTER IV: RESEARCH RESULTS

This chapter presents the steps that were taken by the graduate student researcher,

including the implementation and recruitment process for the study. In addition, a breakdown of

the focus group meetings is provided along with the participant demographics collected in the

study. Then, a participatory and thematic analysis is provided with an explanation and

exploration of the common themes identified in the analysis. The chapter concludes with the

research findings and they are presented in a thematic format along with the emerging themes

that surfaced as a result of the youth participant’s research.

Implementing the Study

In order to accurately perform the photovoice study I began to contact and meet with

non-profit leaders in Boyle Heights to determine their interest in partnering with me for the

study. Initially, it was my intention to partner with the East Los Angeles Community Corporation

(ELACC) because of their commitment in addressing gentrification and expertise in housing in

Boyle Heights. However, after meeting with ELACC President, it became clear that ELACC did

not have the workforce capacity and space to perform this study. Still, their President provided

two vital contacts that I should consider to partner and collaborate with for this research study,

The Executive Director from Las Fotos Project and the Executive Director from LURN Network.

Las Fotos Project is a non-profit, community-based photography program whose mission

is to bring about positive change for young Latinas facing adversity. LURN Network is

a non-profit that is committed to revitalizing low-income communities by designing and

promoting sustainable communities. After several phone calls and in-person meetings, all

three of us agreed to a partnership and to work together on this study. Las Fotos Project agreed to

teach the participants some photography techniques, to provide camera equipment and to assist


in the recruitment process. LURN Network provided outreach for recruitment and meeting space

for the research study.

Prior to the first meeting with the students the project team, the Executive Directors from

Las Fotos Project and Lurn Network and myself, met to review and finalize the details of the

study, establish a timeline, and discuss participant recruitment. During this meeting, I provided

the team with a promotional flyer (Appendix H) that was to be used for recruitment, a consent

form for parents of the youth participants to sign and return in both English and Spanish

(Appendix B and C), and a copy of the student assent form (Appendix D). In addition, as

instructed by Las Fotos Project’s Executive Director, I provided him with a concept proposal to

be submitted to the California Endowment to provide additional funds for this study (Appendix

E).

Recruitment Process

Recruitment of the youth participants began by my participation in multiple Boyle

Heights coalition meetings that took place in the first Monday of February 2015 and March

2015. These meetings were facilitated and organized by Rudy from LURN Network and there

purpose was to gather data from non-profits in Boyle Heights around gentrification. At these

meetings, I was able to orally pitch the research study, explain the purpose, and ask the leaders in

attendance to provide feedback or suggestions. During February and March, I contacted non-

profits in Boyle Heights and asked if it was appropriate to share the research study with their

youth participants. Additionally, I contacted Joel Perez from the Wellness Center at the Historic

General Hospital and he was able to distribute the recruitment flyer to his e-mail list.

Those with questions or interest in participating in the study were asked to contact me and

instructed to fill out an online form, which asked basic demographic information (see Figure 1).


The goal was to recruit at 6-10 youth from Boyle Heights from ages 14-22 by February 7,

2015. However, due to low recruitment numbers that date was delayed and pushed back to late

February. By February 20th, 2015, eight youth had signed up and the orientation meeting was

scheduled to take place the following Friday (February 27, 2015). Due to the youth participants

being under the legal age of 18 years, their parent(s) or guardian(s) were asked to attend the

recruitment meeting on February 27, 2015. At this meeting, I provided a presentation (See

Appendix F) and was able to address all questions myself, both English and Spanish. In addition,

the youth served as translators for their parents. The presentation provided the details, purpose

and timeline of the study. At the end of the meeting, two attending youth disclosed that they

would not be able to take part in the study due to logistics and other commitments. Once the

meeting finalized, I provided the youth and parents an assent form (Appendix D) and parental

consent forms in English and Spanish (Appendix B and C) that would be signed and returned the

following week for the first meeting of the photovoice research study. Three of the six parents

preferred that their consent forms be in Spanish, which I was prepared to hand out at the

recruitment meeting.

Focus Group Meetings

The first meeting took place March 3, 2015, it focused on informing the youth on the aim

of the study, it introduced them to the photovoice research methodology, and provided the scope

of the project. At the beginning of the meeting, all of the required forms were collected and the

youth were given the opportunity to address concerns and provide input. Youth Participant 4

asked if it would be possible to add interviews with a Los Angeles MTA staff member and

Councilmember Jose Huizar or his staff member to the action portion of the project. This

prompted Youth Participant 5 to ask if it would be possible to film interviews with the


community members after the data collection was completed. I addressed both by thanking them

for their suggestions and offering to look into both by the following meeting.

The second meeting took place March 10, 2015 and it began with an ice breaker and

introductions for the six youth participants that committed to the project. Next, a presentation by

the Executive Director, Las Fotos Project on photography techniques, and photography ethics

discussion (safety and respect) took place. To practice their newly acquired photography

techniques the youth were split into two groups and sent on a photography scavenger hunt. To

conclude this session, the youth were re-introduced to the overarching question for the project:

What is gentrification and how does it impact me in Boyle Heights? A subsequent question for

youth to consider during their research was what does community look like in your (Boyle

Heights) neighborhood? Is it affected by displacement? The youth participants were given a

week to take pictures and asked to select 2-3 that best represented their response to the prompts.

The purpose of the focus groups was to engage the youth participants in a safe space that

allowed them to define the topic of gentrification in their words and to taper the scope of the

photographs they took (Freeman & Mathison, 2009). A document using the SHOWeD method

was provided to each participant to guide their thoughts during their documentation process. The

third session began with a review of the previous week and then each participant was asked to

share and describe one picture. During the group discussion portion, the youth participants were

guided through the sharing process to ignite thoughtful dialogue. This process was done until all

of their chosen pictures were shared. Each meeting focused on the progress of the project for the

youth participants and was an opportunity for them to ask questions and bring up concerns. After

five focus group progress meetings, a meeting took place to debrief, prepare, and plan for the

exhibit. At this meeting, the youth participants selected the pictures that best represented their


answer to the overarching question from the study. At the end of this meeting, the group stressed

their desire to take an additional action-related step by conducting three to five community

interviews. As the facilitator, I guided them through this plan and the result was three questions

that they agreed to ask community members. This component of the research study was

unplanned but given that it is a participatory approach research that is intended to build the

capacity of the researcher participants I assisted them in carrying out this portion. The final

meeting took place May 9, 2015 in the form of a Las Fotos Project Event. This event was open

to the community and was an opportunity for the youth participants to display their research,

discuss it, and inform their community on what took place.

Participant Demographics

Co-Researchers Gender Age Zip Code

Youth Participant 1 Female 16 90023




Youth Participant 5 Male 16 90023

Youth Participant 6 Male 15 90023

Figure 1. Demographics Table

The six youth participants are all in the 11th grade at and attend Roosevelt High School in Boyle

Heights.

Youth Participants

Initially, eight youth from the Boyle Heights community were recruited as participants.

However, two of the participants withdrew from the study after the recruitment phase due to time


commitment issues. The youth participants engaged in photovoice workshops, spanning around a

time period of approximately seven weeks, and provided data in the form of photographs and

narratives. They also engaged in group dialogs with themselves, along with the researchers to

present their views and concerns relevant to the research questions.

Participatory Analysis

Selecting Photographs

The selection process for the youth began by preparing the photographic data for

analysis. To begin, the youth participants selected photographs that were the most meaningful to

them and best reflected the story they wanted to tell about gentrification and displacement in

Boyle Heights. To ease the burden of the selection process, a set of questions was used as a guide

for the youth as they decided whether or not to select and include each photograph for their story

and presentation. The questions included:

· Does this photograph relate to our theme of displacement/gentrification?

· Do you have a story or something to tell about this photograph?

· Is it important to you that we select this photograph?

The students collectively selected photographs. By the end of the initial data collection

phase, the students had taken X photographs. Through the selection process, they identified X

duplicate photographs that were eliminated from the data set, they decided not to include X, they

were uncertain about X, and they felt collectively confident in X.

As a whole, the youth displayed an eagerness to explain why they decided to photograph

certain places or things, where they took it, and what it meant to them. At one point, Youth

Participant 6 yelled, “This is so much fun!” As I listened to the group, it was clear they were all

excited for me to hear their responses and explanations. This was the point in the project, when I


confirmed that I had established trust and reciprocity with the youth participants. The process

seemed interactive and fun, and they were freely sharing their perspective.

Contextualizing

The second step pertains to participants contextualizing the selected photographs by

providing details and meaning to each photograph through their written narratives. Due to the

exuberance displayed by the youth participants around the context of the photographs, I made

adjustments in my facilitation process for the contextualization phase. As planned, the phase was

to be done as an independent activity that the youth could work on throughout the week between

our sessions. Some weeks, the youth preferred to fill out the SHOWeD form (Appendix A)

during the meeting for their favorite photograph from that week. It is important to note that this

process was completed as a collaborative group during the beginning of the meeting where each

youth shared their selection of photographs.

It was in the contextualization phase that the youth participants conveyed interest in

going back to reshoot photographs that were to replace or add to existing shots. Youth

Participant 4 commented “I think I need to get a better picture,” and “that reminds me of another

photograph I think we need to take.” With new photographs added over the course of study, we

repeated the selecting and contextualizing process until finally the data set was reduced to

include 24 photographs and corresponding context. Unsurprisingly, the youth participants

engaged in this emergent research design, which added depth to the study that I could not have

accomplished had the study design been more structure oriented.

Coding

The coding phase is an opportunity for the youth participants to classify their

photographs. The group classified their images and context according to concepts identified in


the focus group analysis, which included community/environment, social capital, and

gentrification/displacement. The resulting product includes the photographic images and

community interview videos. I provided a copy of the digital content to each of the youth

participants at the conclusion of the study.

Thematic Analysis

As an outcome of the thematic analysis process, which included coding and organizing

the data, six themes emerged. The six themes are words and phrases that summarize my

interpretation of the attributes of the youth participants’ photographs and stories that characterize

their perspective about gentrification and displacement in Boyle Heights.

Findings

This section of the chapter presents findings from the data analysis. Data for this study

included photovoice pieces (generated by the participant), SHOWeD documentation, and a

photography exhibition at a Las Fotos Project event. The data collected was analyzed using

descriptive coding and thematic analysis.

Discussion of Themes

Six themes emerged during the analysis of the youths’ data set that included their

photographs and stories around gentrification and displacement in Boyle Heights. The six themes

as a whole reflect my understanding of the youths’ insight on displacement and gentrification in

the Boyle Heights community. The themes materialized as an outcome of the participatory and

the thematic analyses. The themes that emerged from the photographs were undesired change,

lost opportunities and friendships, social ties and support, unaddressed community needs (the

youth’s needs), fear, and “our barrios, our terms”.

Theme 1: Undesired Change


A resounding theme that emerged from the data collected by the youth was their concern

over unwanted developments in Boyle Heights. Figures 2 and 3 are examples of how the youth

view developers and their actions. Although well intended, the youth showed how Los Angeles

County Metro added bicycle racks which the youth noted that they go unused. They reiterated

the lack of development in certain areas through their photographs and pondered why those

properties are not selected for development.

Figure 2. Youth Participant 5 photograph: Metro

The youth participants expressed, in unison, their displeasure with redevelopment that

has occurred or will occur in Boyle Heights. They felt as Youth Participant 5 said, “We’re not

involved in these big decisions that have a big impact in our lives”. They perceived the

importance of having an inclusive process where everyone in the community of Boyle Heights

has a say.


“They waste so much money on changing things here. They added these colorful

bike racks on a lot of blocks but no one uses them. I didn’t ask for them. My mom

and dad didn’t ask for this”

The undesired changes the youth referenced often focused around the five sites that Los

Angeles County Metro has proposed within Boyle Heights. Instead, to counter the proposed

developments, the youth offered alternatives in their photographs for desired change in Boyle

Heights.

Figure 3. Youth Participant 6 photograph: Empty Lot

The youth identified several sites in their photographs with empty lots. Areas that are

bare and could be used for development projects. As Youth Participant 6 said,


“I don’t get it. They want to “revitalize” Mariachi Plaza where many people

hang out including myself and friends. Here is a space that’s been empty for a

long time. Revitalize this.”

Theme 2: Lost Opportunities and Friendships

Special concern was shown by each of the youth around loss. They experienced loss in

different forms, from friendships, family, to opportunities that are no longer available. As

discussions furthered, one clear example that magnified loss was shown in Figure 4.

Figure 4. Youth Participant 6 photograph: Oscar De La Hoya Animo Charter School

For Youth Participant 6, this Oscar De La Hoya Animo Charter School evoked feelings

of loss. Prior to this establishment’s existence was a boxing gym and youth center. The youth

informed us that he didn’t have many options growing up to exercise and work out but he was


determined to sign up at the gym. Unfortunately, by the time he became eligible the gym had

been redeveloped into a school.

“I was set on going to that gym, I remember the first time I tried going they told

me I didn’t meet the age minimum…it’s gone now and nothing like it is around

me.”

For others in the group, loss came in the form of friendships. Friendships that ended

when their peers were forced to move out of the area. Some as far as Northern California. Youth

Participant 5 noted this by photographing the house where his friend used to reside in. Now, it is

owned by someone that does not take part in the communal neighborhood. For Youth Participant

3, she experienced and showcased a community member’s loss in the form of Boyle Height’s

historic roots. During her research at the Food 4 Less grocery store, a community member

explained to her that a statue of a bell was the last remnant of a church that used exist there. For

the youth, there is loss and an empty void that they have been tasked to fill as a result of

displacement.

Theme 3: Social Ties and Support

Youth expressed the value they saw in social connections through several of their

photographs. Figure 5 and Figure 6 are clear but few of the many examples of social capital that

were collected in the study. A social connection that surfaced, outside of the proceeding Figures,

was the bond between neighbors and the community. One youth illustrated this bond through a

photograph of a fence, another through the food vendors that set up outside of his apartment

complex. The youth showcase the value of the social ties and the support they receive from such

relationships is cemented through their words.


Figure 5. Youth Participant 3 photograph: Liquor Store

The group offered many photographs depicting forms of social capital and connections

within their neighborhoods. The photographs portrayed a sense of place, or belonging, within

their immediate environment, and also a connection to their local Boyle Heights community.

They expressed these connections in terms of sharing spaces, equipment and resources as well as

appreciation for friendliness and feeling welcome.

“My local neighborhood liquor store is my back up when I’m running late to

school or when we need to get “el mandado” (groceries). I know the owner so

well that he has my own tab! (Youth Participant 3 laughs)”


Youth Participant 1 demonstrated social capital with a photograph or the street food

vendors. Herself, and the rest of the group, expressed their reliance on these vendors and the

relationships that exist with them and their family members. The youth were well aware of the

ongoing discussions within Los Angeles County City Council regarding the rights of street food

vendors to sell their product. The group overwhelmingly expressed their concern and willingness

to support the vendors in their upcoming challenges.

Another form of social capital that was presented to the group was by Youth Participant

2. She presented the group with a picture of the local “curandera” at her home. This local healer

uses folk remedies to help her customers overcome illnesses. The youth participant felt

compelled to present a small business owner that has felt the harmful effects of gentrification.

Figure 6. Youth Participant 2 photograph: La Curandera


“She really was happy to be able to express her concerns with me. She told me that her

business has struggled because less locals are around to visit her business. Yet she remained

optimistic and insisted her doors were open to the community.”

An observation that was made by Youth Participant 2 made that the rest of the group did

not touch on was seeing themselves as their own social support. As the research study has

progressed, the group have bonded and together they have vocalized their concerns and support

for issues in their Boyle Heights community.

Theme 4: Unaddressed Community Needs, Our Needs

As a result of the youth’s displeasure with developments in Boyle Heights, unmet and

undressing needs surfaced in the photographs. Figure 7 and Figure 8 demonstrate the youth’s

identification of needs related to their environment that are not being addressed by those in

power. For the youth, the need for clean streets, a local hospital, rights for food vendors, and

green space where highlighted and documented through their photographs.


Figure 7. Youth Participant 4 photograph: Trash

As the youth participants continued to gather photographic data through the course of the

study, one issue that emerged for a majority of the group was trash. The youth discussed at

length the need to clean up their neighborhoods. Another example provided to the group was by

Youth Participant 3. She showed Hollenbeck Park lakes full of trash and made her point as to

how unappealing it makes it to her and her family. The need to clean up the city was expressed

by all with different personal examples after she presented her data. However, they felt that

cleaning up Boyle Heights was not a priority of City Council Member Jose Huizar. As Youth

Participant 4 stated, “he has been so busy trying to get re-elected that he never bothered to clean

up our neighborhoods.”


Figure 8. Youth Participant 2 photograph: Linda Vista Community Hospital (Senior Apartments)

This photograph depicts the Linda Vista Community Hospital which is being redeveloped

into housing for seniors. However, Youth Participant 2 notes that community could have been

better off with a renovation and restoration to the hospital. The rest of the group was conflicted

but ultimately agreed with her.

“I would actually prefer if they had just renovated the hospital to provide more

health resources to people because the closest hospital with an emergency room

is White Memorial.”

This was another example of a need that was identified by the youth that was a struggle

for them as they felt that they had to compromise the need for health for the need for shelter.

Theme 5: Fear


Some of the youth provided imagery that elicited a sense of fear. A photograph presented

by one youth of Starbucks brought forth a serious discussion around corporations trying to

establish themselves in Boyle Heights. Although there is the only one Starbucks coffee shop in

Boyle Heights the youth participants presented apprehension in their discussions. To them, one

Starbucks leads to multiple Starbucks and soon after McDonald’s would arrive with multiple

locations following suit. This photograph of Starbucks created a dialogue among the group that

extended up until the very last sessions. Another concern that was shared between the

participants was the removal of community businesses that were established and run by

community members. A photograph of a recently closed restaurant was just as impactful, in part,

because it evoked talk among the group for what is to come if action does not take place.

Figure 9. Youth Participant 3 photograph: Starbucks, Olympic & Soto.


The youth voiced their displeasure with chain stores and restaurants opening up in Boyle

Heights. The group shared a sense of fear that the first stores opening up are a sign of what is to

come in their neighborhoods. They noted this area as an example of the contrast between a

historic site, the Sears Tower, and a brand new Starbucks coffee shop.

“This photo depicts a community that is being invaded by big corporations. This

relates to my life because I see the way vendors in the street sell their own food,

but companies like Starbucks are taking that away from us.”

Other examples fear were express before by the local “Curandera” business owner. As

expressed earlier, the youth were as concerned as she was in regards to the changes that have

occurred thus far. Although not always expressed explicitly in their photographs, the youth noted

that discussions they had with community members always presented an element of fear for, as

Youth Participant states, “what is to come.”

Theme 6: Our Barrios, Our Terms (resistance)

Not only did the youth express commitment, interest, and mindfulness of their built

environment, they also portrayed a genuine concern for their Boyle Heights' community

members. They perceived the importance of including input from the stakeholders and making

them part of the planning process. This theme presented itself through Figure 10. This

photograph served as a catalyst for the youth to think of other forms of resistance to development

and incorporate that into their photographs. Another photograph depicted by the youth involved

parents at a meeting at a charter school where they objected to certain development proposals.

This theme, really set the tone for action-related activities the youth launched soon after the data

collection part of the study finalized.


Figure 10. Youth Participant 4 photograph: Stop Gentrification

At the beginning of the study, the youth brought forth several theories around

consequences of gentrification. By the end, they had a clearer depiction of those consequences

which led them to seek solutions and above all, resist the displacement efforts.

“We’ve heard about other communities nearby that have already been gentrified.

Now they’re trying to force people from our neighborhoods out. We won’t be

moved without a fight.”

This theme presented itself in the dialogue portion of every weekly meeting. It was

prevalent enough to mention due to groups energy that was spent on strategizing on what actions

can be taken by themselves in order to prevent their neighborhoods from gentrifying. It also


resurfaces in the community interviews that youth set out to conduct on their own after the final

photograph data selection meeting took place. Their efforts went so far as to reaching out and

establishing relationships with LURN Network staff.

Las Fotos Project Art Exhibit

Advertising for the art exhibit was done primarily through Las Fotos Project, given that it

was their event, we were provided a space to showcase our photographic results to the

community. Many people attended the art exhibit, approximately 300 community members, and

various guests reported having to wait in line to get into the gallery section to see the exhibit.

Two of the youth participants were unable to attend the event due to prior family obligations but

they assured me that they would have attended. The youth personally reached out and invited a

representative from Los Angeles County Metro, a staff member from Councilman Huizar’s

office, Boyle Heights non-profits, and the Boyle Heights Neighborhood Council. They were

enthused to see that a member of the Boyle Heights Neighborhood Council attended and asked

them several questions in regards to the results that they found from the data they collected.

Additionally, many leaders from Boyle Heights non-profits did attend and dropped by to thank

and congratulate the youth for their research. Unfortunately, no one from Los Angeles County

Metro nor City Councilmember Huizar’s staff attended the event. However, after the event the

youth decided to approach both parties again with the results of their data and explained that they

would be seeking an interview from both as well.


Figure 11. Las Fotos Art Exhibit.

To the youth participants’ delight, there was an overwhelming amount of positive

feedback from the individuals that attended the art exhibit. One audience member commented on

how thought provoking the photographs and narratives were for her. She explained, “Beautiful, I

had been waiting for someone to start talking about this issue more. It’s great to see that we are

providing our youth an opportunity to speak about how they feel about displacement.” Another

audience member commented in Spanish, “Yo no sabia que esto se llama gentrificacion pero si e

sentido los efectos de esto.” Which roughly translates to “I didn’t know this was called

gentrification but I have felt the effects of this.” These and many more comments from the

attendees of the art exhibit express the nature and potential of participatory-based research for

reaching a broad audience beyond that of academia. In addition, these audience reflections

emphasized how community engagement is vital to this process and shows how the active

process of creating meaning behind the research is likely to have transformative potential.


CHAPTER V: DISCUSSION

This chapter illustrates the importance of the findings and their implications in engaging

a youthful audience in an old conversation regarding gentrification in Boyle Heights. The chapter

begins with a review of the findings and then discusses the implications of the research findings

for alleviating struggles faced by community members from Boyle Heights, more specifically,

the youth. This chapter also focuses on the recommendations provided by the youth participants,

highlighting the means to reinforce the existing resources and importance of addressing needed

resources.

The purpose of the research study was to understand the effects of gentrification in Boyle

Heights by cataloging the lived experience of youth through the methodology of photovoice. The

photovoice method provides an opportunity to bring together individuals and empower

communities to work for long-social change. Visual images can serve to educate and influence

social workers, academics, influential community advocates and policymakers to work on

gentrification policy issues. Six youth participants were recruited as participants and co-

researchers that took photographs and wrote their narratives while engaging in discussions about

their lived experiences. The data was obtained in the form of personal narratives, discussion

transcripts (SHOWeD) which were analyzed using a thematic analysis and a debriefing meeting

that took place after the May 9th Las Fotos Project Art Exhibit. As a result, findings emerged in

the form of six themes which were used to depict the views and thoughts of youth from Boyle

Heights around the issue of gentrification in Boyle Heights.

Significance of the Findings

Six themes surfaced during the analysis of the youth’s data set that included their

photographs and written narratives around gentrification and its implications for Boyle Heights.


In their entirety, the six themes reflect my interpretation of the youth’s perception of

gentrification and the consequences of displacement. The themes that emerged were undesired

change, lost opportunities and friendships, social ties and support, unaddressed community needs

(the youth’s needs), fear, and “our barrios, our terms” (resistance to displacement).

Although there is certainly value in the traditional quantitative methods used in research,

the photovoice method for this study offered a new perspective on the issue of gentrification

through a new youthful audience. This allowed me to listen directly from the youth that are from

Boyle Heights about their everyday environment through photographs and stories. To my

knowledge, a youth’s perspective has yet to be documented in literature that focuses on

gentrification using qualitative methods. This study demonstrates how gentrification and

displacement impacts a community and illustrates the cost of displacement for youth.

Through this study, I learned about Boyle Heights, its community members, and their

value intimately from the youth participants who spend their days learning in the local schools,

working and playing there. Although this study consists of perceptions from a small cohort of

youth, the results are significant in many ways. This study documents a participatory method for

researching gentrification that policy makers, institutions, and organizations can use as a

meaningful way to evaluate local city issues. The photovoice method that was used for this study

engages youth as co-researchers in the documentation and analysis of their unique perspectives

and in creating meaning from their everyday experiences in their built environment. The

qualitative method employed in this study provides meaningful and rich information that can

inform decision makers on future developments in Boyle Heights, especially those that impact

the youth. Additionally, the findings from this research study help raise consciousness around the

issue of gentrification and displacement in Boyle Heights. This is significant given that there are


five redevelopment sites in Boyle Heights that are pending and the Sears Tower is also in a

proposal stage for revitalization.

The findings from the study address the complex relationship between youth and their

built environment. The study aids in helping understand how social connectivity and social

capital is embedded in the discussions around gentrification. In addition, it offers some

opportunities for policy makers, community organizations and the Boyle Heights leaders to work

together to facilitate more involvement of youth in the modification and creation of the built

environment of Boyle Heights.

Limitations

Despite the best efforts of the graduate research student, a participatory research study is

expected to have limitations. In this study, a major limitation was having a representative

sample. The graduate student researcher employed various methods for youth participant

recruitment. A flyer was created and distributed around physically and electronically. Along with

those efforts, the graduate student researcher also presented the research study opportunity to

non-profit leaders at multiple convening’s that centered on addressing the issue of gentrification

in Boyle Heights. In spite of those efforts, a small number (eight) of participants were recruited.

Unfortunately, two withdrew from the study after the information meeting due to scheduling

conflicts. Their withdrawal limited the sample size of youth participants and the breadth of the

study.

Time commitment from the youth was another limitation of the study. Unfortunately, a

couple of the youth were not present for every focus group discussion which may have limited

the sharing of ideas. Two different youth were unable to attend a session, one due to personal

reasons and the other was due to a school advance placement examination. However, to mitigate


their absences, the graduate student researcher asked more questions and provided immediate

feedback to gain a deeper understanding of the discussions from the youth.

Recommendations for Future Research

This research assisted in the recognition of the youth’s experience in Boyle Heights

during a period when gentrifying factors are influencing changes in their community. The

opportunities for a continuation of scholarly research that can evolve from this work are

extensive. Specifically, the continued development of innovative participatory research methods

that involve youth in research. It would be beneficial to evaluate a larger group of youth, from

various cultures and from a grander geographical setting, in order to learn multiple perspectives

and offer policy makers and other decision making entities richer data to base their decisions on.

Concluding Remarks

By implementing a qualitative research method, photovoice, I learned that we cannot

ignore the voices from our community, regardless of age and lived experience. The youth who

participated as co-researchers in the study described specific and personal themes that I could not

have surmised myself. As I explored the multifaceted relationships between qualities of the

physical, cultural and social environment depicted in the photographic images and in the context

of the images, I perceived that the youth developed an understanding and awareness of

gentrification and the consequences it can have in their community, as well as their capacity to

address such an issue.

By conducting research with the youth and collaborating together with them I was able to

ask them to share their unique perspectives and in their own words. As a result of using their

voices through their photographs and narratives, it is possible to see what is truly important to

the youth in their community. The themes that emerged tell a clear story about how the youth


have a genuine and vested interest in the development of their surroundings. When the

perspective of youth is taken into account, we can use this information to create, inform and

modify policies where they live in a way that not only protects their well-being but also

stimulates their development.


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Appendices

Appendix A: SHOWeD Form

Participant: Photo #:

Date:

Site location #:

What do you See here?

What's really Happening here?

How does this relate to Our lives?

Why does this situation exist?

What can we Do about it?


Appendix B: Informed Consent Form English

FORM E

California State University, Dominguez Hills

Parental Permission/Informed Consent to Participate in Research

Photovoice: Addressing Gentrification in Boyle Heights by Building Community

You are being asked to allow your child to participate in a research study. Before you give your permission, it is important that you read the following information and ask as many questions as necessary to be sure you understand what your child will be asked to do.Investigators: Felipe Ocampo, B.A., graduate student, California State University, Dominguez Hills, Department of Social Work, 626.552.6144, [email protected]. Dr. Liz Barnett, MSW, PhD. , California State University, Dominguez Hills, Department of Social Work [email protected] 310-243-3170

Purpose of the Study: The purpose of this research project is to use the photovoice method, a project whereby youth are asked to take pictures of their neighborhood, and project workshops to stimulate discussion and awareness around gentrification with youth from Boyle Heights. It is hoped that these activities will contribute to a better understanding of gentrification and enable the participants to represent themselves and create tools for advocacy and communication.

Description of the Study: The study will provide your child an opportunity to discuss his/her experience and the photographs he/she has taken in a series of 5 weekly meetings (60 to 90 minutes long). Total time commitment from participants will be approximately 6 to 7 hours, but may depend on how much time participants spend on the photography portion of the study.

Activities: ● Attend a meeting inviting the Las Fotos Project students to attend. Here, 10 students to

participate in the project. ● Attend 5 weekly meetings to address any questions, concerns and to discuss project progress

and limitations. Additionally students have the opportunity to discuss the project amongst each other.

● Host a community art exhibition in May that will display the photos and narratives from the students, create a space for them to openly discuss their thoughts and for the community to engage them in dialogue. Also, invite other local organizations, city council and other officials from Boyle Heights to engage with the students on the issue and proposed solutions.

● Attend one meeting to discuss outcomes and receive feedback on the project

Risks or Discomforts: This study poses no known risks or benefits to participants. The personal and sensitive nature of the research introduces the possibility that participants may experience an emotional response as a result of talking about their community. Participants have the right to refuse to answer any questions that they do not wish to. If participants have strong emotional responses to participation in the study, the researcher will provide participants with the contact information for appropriate services available within the area. Participants may also be subject to a potential loss of anonymity and confidentiality because of the use of photography in the study. Participants who wish for their identities to

mailto:[email protected]



remain confidential will be able to do so by choosing to use a pseudonym and by not appearing in any of their photographs.

Benefits of the Study: There may be no direct benefit to the participant. However, the participant may: Gain a sense of belonging and empowerment about their neighborhood, of which they are an

integral part. Develop skills in teamwork, communication, analysis, and evaluation. Learn more about using a digital camera and story-telling Identify assets in their community that are affected by gentrification. Learn the purpose of research by participating in a participatory research study.

There is no guarantee, however, that you will receive any benefits from participating in this study.

Confidentiality: Personal information will be kept confidential unless you choose for it to be associated with your contributions to the study. If you wish for your identity to remain confidential, only a pseudonym will appear with direct quotations from your photographs. We will keep private all research records that identify you, to the extent allowed by law. Personal information such as phone numbers, addresses, and organizational affiliations will be kept confidential and any information that may identify third parties associated with participants will be deleted or altered. Prior to the findings being reported, you will be given the opportunity to review the transcript of your narrative and photographs, and to add, alter, or delete information as you see fit.

Incentives to Participate: There will be no incentives for participation.

Voluntary Nature of Participation: Participation in this study is voluntary. Your decision of whether or not to allow your child to participate will not influence your future relations with California State University, Dominguez Hills. If you decide to allow your child to participate, you are free to withdraw your consent and to discontinue his/her participation at any time without penalty or loss of any benefits to which you are otherwise entitled.

Questions about the Study: If you have questions regarding this study or your child’s rights as a human subject and participant in this study, you may call the investigator (Dr. Liz Barnett at 310-243-3170), or the Institutional Review Board for the Protection of Human Subjects at CSUDH, 310-243-3756. You may also write to the Office of Research and Funded Projects, California State University, Dominguez Hills, 1000 E. Victoria Street, Carson, CA 90747.

Your signature below indicates that you have read the information in this document and have had a chance to ask any questions you may have about the study. Your signature also indicates that you agree to allow your child to be in the study and have been told that you can change your mind and withdraw your consent at any time. You have been given a copy of this consent form. *You have also been given a copy of “The Research Participant’s Bill of Rights.” You have been told that by signing this consent form you are not giving up any of your legal rights.

Name of Participant (please print)

Signature of Parent or Guardian Date


Signature of Investigator Date

Appendix C: Informed Consent Form Spanish

Universidad Estatal de California, Dominguez Hills

Permiso de los Padres / Consentimiento Informado Para Participar en la Investigación

Photovoice: Abordando Gentrificación en Boyle Heights con la Creación de Comunidad

Se le pide que permite que su hijo/hija participe en un estudio de investigación. Antes de dar su consentimiento, es importante que lea la siguiente información y haga todas las preguntas que sean necesarias para asegurarse de que entiende lo que se le pedirá a su hijo/hija hacer.

Investigadores: Felipe Ocampo, BA, Estudiante Graduado de la Universidad Estatal de California, Dominguez Hills, del Departamento de Trabajo Social, 626.552.6144, [email protected]. Dr. Liz Barnett, RSU, PhD., La Universidad Estatal de California, Dominguez Hills, Departamento de Trabajo Social, [email protected], 310-243-3170.

Propósito del Estudio: El propósito de este proyecto de investigación es utilizar el método fotovoz, un proyecto por el cual se pide a los jóvenes que tomen imágenes de su vecindario, y asistir a los talleres de proyectos para estimular la discusión y la concienciación en torno a la gentrificación con jóvenes de Boyle Heights. Se espera que estas actividades contribuirán a una mejor comprensión de la gentrificación y permitiran a los participantes a representarse a sí mismos y crear herramientas para la abogacía y la comunicación.

Descripción del Estudio: El estudio proporcionará a su hijo/hija la oportunidad de hablar de su experiencia y las fotografías que él/ella ha tomado en una serie de 5 sesiones semanales (aproximadamente 60 a 90 minutos de duración). El compromiso total de tiempo que su hijo/hija será aproximadamente 9 a 10 horas, pero puede depender de la cantidad de tiempo que su hijo/hija pase en la parte de la fotografía de estudio.

Actividades:

Asistir una sesión invitando a los alumnos del Proyecto Las Fotos asistir. Aquí, 10 estudiantes son invitados a participar en el proyecto.

Asistir 5 sesiónes semanales para abordar preguntas, inquietudes y discutir los avances y limitaciones del proyecto. Además, los estudiantes tienen la oportunidad de discutir el proyecto entre sí.

Organizar una exposición de arte de la comunidad en Mayo que mostrará las fotos y relatos de los estudiantes, crear un espacio para que puedan discutir abiertamente sus pensamientos y para que la comunidad participe en el diálogo. Además, invitar a otras organizaciones locales y otros funcionarios de Boyle Heights para comprometerse con los estudiantes sobre el tema.

Asistir a una reunión para discutir los resultados y recibir información sobre el proyecto.

Riesgos o Molestias: Este estudio plantea ningún riesgo conocido o beneficios a su hijo/hija. La naturaleza personal y sensible de la investigación introduce la posibilidad de que su hijo/hija puede experiencar una respuesta emocional como resultado de hablar de su comunidad. Su hijo/hija tiene el derecho de negarse a responder a cualquier pregunta que no deseen. Si su hijo/hija tiene fuertes


respuestas emocionales de la participación en el estudio, el investigador proporcionará a su hijo/hija con la información de contacto de los servicios adecuados disponibles en la zona. Su hijo también puede estar sujeto a una posible pérdida de anonimato y confidencialidad a causa de la utilización de la fotografía en el estudio. Los participantes que deseen que sus identidades permanecen confidencial podrán hacerlo mediante a la elección de utilizar un seudónimo y que no aparecen en ninguna de sus fotografías.

Beneficios del Estudio: puede que no haya un beneficio directo para su hijo/hija. Sin embargo, su hijo/hija podra:

Obtener un sentido de pertenencia y el empoderamiento de su vecindario, de la que forman parte integrante.

Desarrollar habilidades en el trabajo de equipo, la comunicación, el análisis y la evaluación. Obtener más información sobre el uso de una cámara digital y la narración oral. Identificar los bienes en su comunidad que se ven afectados por la gentrificación. Aprender el propósito de una investigación, participando en un estudio de investigación

participativa.

Confidencialidad: La información personal se mantiene confidencial a menos que usted elija para que se asocie con sus contribuciones al estudio. Si usted desea que la identidad de su hijo/hija debe permanecer confidencial, sólo aparecerá un seudónimo con citas directas de sus fotografías. Vamos a mantener todos los registros privados de investigación que identifican a su hijo, en la medida permitida por la ley. La información personal como números de teléfono, direcciones y afiliaciones organizacionales se mantendrá confidencial y cualquier información que pueda identificar a terceros relacionados con su hijo será borrado o alterado. Antes que se reporten las conclusiones, su hijo/hija se le dará la oportunidad de revisar la transcripción de su narrativa y fotografías, y para agregar, modificar o eliminar la información como mejor le parezca.

Incentivos para participar: No habrá incentivos para la participación.

Carácter Voluntario de la Participación: La participación en este estudio es voluntaria. Su decisión de si debe o no permitir que su hijo/hija participe no influirá sus relaciones futuras con la Universidad Estatal de California, Dominguez Hills o Proyecto Las Fotos.

Preguntas Sobre el Estudio: Si usted tiene preguntas acerca de este estudio o de los derechos de su hijo/hija como un participante en este estudio, puede llamar al investigador (Dr. Liz Barnett al 310-243-3170), o la Junta de Revisión Institucional la Protección de Sujetos Humanos de CSUDH, 310-243-3756. También puede escribir a la Oficina de Investigación y proyectos financiados, la Universidad Estatal de California, Dominguez Hills, 1000 E. Victoria Street, Carson, CA 90747.

Su firma indica que usted ha leído la información de este documento y ha tenido la oportunidad de formular todas las preguntas que pueda tener sobre el estudio. Su firma también indica que usted está de acuerdo para permitir que su hijo/hija participe en el estudio y se le ha dicho que se puede cambiar de opinión y retirar su consentimiento en cualquier momento. Se le ha entregado una copia de este formulario de consentimiento. Se les ha dicho que al firmar este formulario de consentimiento usted no renuncia a ninguno de sus derechos legales.

_______________________________________________Nombre del padre (letra de imprenta)

__________________________________________________________________Firma del Padre o Tutor Fecha


__________________________________________________________________Firma del Investigador Fecha

Appendix D: Assent Form

FORM FCSUDH Institutional Review Board (IRB)Assent from Child

California State University, Dominguez HillsAssent to participate in Research

Photovoice: Addressing Gentrification in Boyle Heights by Building Community

Investigators: Felipe Ocampo, B.A., graduate student, California State University, Dominguez Hills, Department of Social Work, 626.552.6144, [email protected] and Dr. Liz Barnett, MSW, PhD., California State University, Dominguez Hills, Department of Social Work [email protected] 310-243-3170

Purpose and Description of the Study: I am a social work graduate student at the California State University, Dominguez Hills. We are asking you and the other members of your group to take part in a research project using the photovoice method that will help us learn more about your perspective on gentrification in your neighborhood. You will have the opportunity to discuss your experiences and the photographs you have taken in a series of weekly meetings (60 to 90 minutes long each). Your total time commitment will be approximately 5 to 6 hours but will depend on how much time you spend on the photograph portion of the study.

Risks or Discomforts: This study poses no known risks or benefits to you. The personal and sensitive nature of the research introduces the possibility that you may experience an emotional response as a result of discussing your community. You have the right to refuse to answer any questions. If you have a strong emotional response to participation in the study, the researcher will provide you with the contact information for appropriate services available within the area. You may also be subject to a potential loss of anonymity and confidentiality because of the use of photography in the study. If you wish for your identity to remain confidential, you will be able to do so by choosing to use a pseudonym and by not appearing in any of your photographs.

Confidentiality: Personal information will be kept confidential unless you choose for it to be associated with your contributions to the study. If you wish for your identity to remain confidential, only a pseudonym will appear with direct quotations from your photographs. We will keep private all research records that identify you, to the extent allowed by law. Personal information such as phone numbers, addresses, and organizational affiliations will be kept confidential and any information that may identify third parties associated with participants will be deleted or altered. Prior to the findings being reported, you will be given the opportunity to review the transcript of your narrative and photographs, and to add, alter, or delete information as you see fit.

Voluntary Nature of Participation: Your (mother/father) has said it is O.K., if you are part of the project, but you do not have to participate unless you want to. It is up to you. No one will be upset with you or give you a bad grade if you do not want to participate. And you can always change your mind and stop participating at any time.




Questions about the Study: : If you have any questions about this study or your rights as a participant, you may call the investigator Dr. Liz Barnett, 310-243-3170 or the Institutional Review Board for the Protection of Human Subjects at CSUDH, 310-243-3756.

Please mark one of the choices below to tell us what you want to do:

No, I do not want to be in this project

Yes, I do want to be in this project

Write your name here Date

Researcher’s Signature Date


Appendix E: Concept Proposal

PHOTOVOICE: Empowering Youth in Boyle Heights

PHOTOVOICE: Empowering Youth in Boyle Heights is a project that entails using the PhotoVoice methodology to engage a new audience in an old conversation regarding gentrification in Boyle Heights. PhotoVoice is a method that uses innovative participatory photography and digital storytelling to enable individuals to represent themselves and create tools for advocacy and communication. The PhotoVoice method and project workshops stimulate discussion and awareness around gentrification. The project enables youth from Las Fotos Project and community members to have a better understanding for collaboration in order to solve a problem of such complexity. Facilitating community involvement through this project will increase grassroots participation, which will play a key role in raising awareness of the gentrification phenomenon while exploring proactive solutions. Given that 44% of Boyle Heights residents are 24 years or younger, the use of youth-based strategies that empower children and young adults in the community should serve a fundamental role in Boyle Heights.

Input: The resources needed to facilitate the PhotoVoice project are 10 student participants, 10 digital cameras, 10 SDHC memory cards, 10 laptop computers, and meeting space.

Activities: ● Host a meeting inviting the Las Fotos Project students to attend and 10 students to participate in the project. ● Host 5 weekly meetings to address any questions, concerns and to discuss project progress and limitations.

Additionally students have the opportunity to discuss the project amongst each other.● Host a community art exhibition in May that will display the photos and narratives from the students, create

a space for them to openly discuss their thoughts and for the community to engage in dialogue. Also, invite other local organizations, city council and other officials from Boyle Heights to engage with the students on the issue and proposed solutions.

● Have one meeting to discuss outcomes and receive feedback on the project from the participants.

Outputs:Students that participate in this project will become more self-aware in terms of their community and environment, become educated on the consequences of gentrification, learn a new method to create community development, and engage Boyle Heights community stakeholders.

Expected Outcomes: ● 100 Boyle Heights community members participate in community development discussions, meetings, and

actions.● 10 youth and 100 residents develop an understanding and awareness of gentrification and consequences it

can have on the community.● Build the capacity of 10 youth participants to become community advocates.● Build the relationship between the community, community organizations, and local city officials.● Propose policy changes.● Identify and map assets in the Boyle Heights community.● Develop social capital, cultural capital, and human capital.

Impact:


Participants and community members will be better equipped to identify and proactively counter gentrification in their community. Participants will be able to generate dialogue and discussion on a topic that is culturally sensitive while strengthening relationships

Inspire policy changes. Introduce policymakers to a new audience and take account for their voice when making decisions that affect the quality of life for the Boyle Heights community.

Use the arts to deliver a project that builds skills, delivers advocacy and works towards social change.

Projected Timeline

February 6, 2015 Recruitment Meeting

February 13, 2015: PhotoVoice Orientation Meeting

February 20, 2015: Project Progress Meeting

February 27, 2015: Project Progress Meeting

March 6, 2015: Project Progress Meeting

March 13, 2015: Project Progress Meeting

March 20, 2015: Project Progress Meeting5 sessions for participants to ask questions and bring up any concerns

March 27, 2015: Debrief Discussion Session

May 9, 2015: Las Fotos Project Event - ExhibitStudents will display their narrative and photographs to the community.

Projected Budget Total

SuppliesFood/Snacks/Drinks $300Printing and framing $850

EquipmentCameras and SDHC cards $2,000

Project Coordination and Evaluation$1,500 $1,500

Total Expenses $4,650


Appendix F: Photovoice Orientation Presentation


Appendix G: Photo Ethics

The following is a list of basic photo ethics to present to youth. This list can be adapted to adhere to the values of your specific Tribe/agency/community.

Photo Ethics:

» No trespassing. Pictures should be taken on public property. Ask permission to take pictures on private property.

» Respect privacy. Do not take pictures that invade another’s privacy.

» Get permission. You must get verbal consent to take pictures of a person or a small group of people. Taking pictures of large groups of people without permission is okay. » Do not take pictures of illegal activities.

» Don’t hide! You or the camera should not be hidden while taking pictures. Make your-self visible. Explain what you are doing if anyone asks why you are taking pictures.


“The goal of this project is to engage youth in a conversation about gentrification/displacement in Boyle Heights”Appendix H: Recruitment Flyer


Appendix I: Photovoice Agenda Week 1

Photovoice: Empowered Youth in Boyle Heights

March 13, 2015, 4pm-5:30pmLURN Network HQ - 2002 E. 1st St., Los Angeles, CA 90033

AGENDA

4:00 Welcome, Group Introductions, and Ground Rules

4:20 What is Gentrification?

4:40 What is Photovoice?● Photo Ethics

5:00 Project Responsibilities & Timeline

5:10 What will you learn?

5:20 Questions?

5:30 Adjourn


Appendix J: Las Fotos Project Letter

Ocampo Capstone_Final_APPROVED

Documents

Transcript of Ocampo Capstone_Final_APPROVED