"I Can't Breathe": Examining the Legacy of American Racism on Determinants of Health and the Ongoing Pursuit of Environmental Justice.

PURPOSE OF REVIEW: "I can't breathe" were the last words spoken by Eric Garner (July 17, 2014), Javier Ambler (March 28, 2019), Elijah McClain (August 30, 2019), Manuel Ellis (March 3, 2020), and George Floyd (May 25, 2020). These were all African American men who died at the hands of police in the United States. Recently, police brutality has gained critical and overdue attention as one clear manifestation of systemic racism. However, historical and current policies related to a wide range of environmental hazards have exposed Black, Indigenous, and People of Color (BIPOC) to disproportionately high levels of physical, mental, social, emotional, and cultural toxicities, thus creating unbreathable and unlivable communities. RECENT FINDINGS: This paper traces the roots of systemic anti-Black racism in America from its origins in the 1400s, through systems of scientific racism that pathologized Blackness in order to justify slavery, and through evolving policies and structures that have shifted over time but consistently exposed many African American communities to unsafe and unhealthy environments. We conclude with calls for bold solutions to move through and past this oppressive history and toward true environmental justice the enables all communities to thrive together.

Potential of Citizen Science for Enhancing Infrastructure Monitoring Data and Decision-Support Models for Local Communities.

Citizen science is a process by which volunteer members of the public, who commonly lack advanced training in science, engage in scientific activities (e.g., data collection) that might otherwise be beyond the reach of professional researchers or practitioners. The purpose of this article is to discuss how citizen-science projects coordinated by interdisciplinary teams of engineers and social scientists can potentially enhance infrastructure monitoring data and decision-support models for local communities. The article provides an interdisciplinary definition of infrastructure data quality that extends beyond accuracy to include currency, timeliness, completeness, and equitability. We argue that with this expanded definition of data quality, citizen science can be a viable method for enhancing the quality of infrastructure monitoring data, and ultimately the credibility of risk analysis and decision-support models that use these data. The article concludes with a set of questions to aid in producing high-quality infrastructure monitoring data by volunteer citizen scientists.

Interdisciplinary Citizen Science and Design Projects for Hazard and Disaster Education.

Disaster science is increasingly incorporating interdisciplinary methods and participatory research techniques. Yet, traditional higher education programs remain focused on lecture. More examples of educational efforts that meet these need of future researchers and practitioners to foster collaborate across disciplines and with communities are needed. This paper describes one such effort that included three projects co-designed and co-led by university students, faculty, and community residents to address flooding challenges in socially vulnerable neighborhoods. This paper overviews the educational program, the three projects, provides feedback from graduate and undergraduate students who helped initiated these efforts, and discusses benefits and challenges for similar interdisciplinary and participatory educational programs. Benefits for students include increased interdiciplinary dialogue, improved science communication, increased research participation, real-world research experience, and awareness of resident perspectives and knowledge. Challenges, though, are a lack of cultural competency among students, time needed to earn resident trust, and mismatched community, academic, and student schedules.

Participatory Action Research: Tools for Disaster Resilience Education.

PURPOSE: Participatory action research can improve scientific knowledge and community capacity to address disaster resilience and environmental justice. Evidence from the literature suggests that resident participation enhances assessment of environmental risks, raises awareness, and empowers residents to fight for equitable distribution of hazard and climate risk adaptations. Yet, risk assessment and urban planning processes still frequently operate within expertise-driven groups without significant community engagement. Such fragmentation results in part from a lack of appreciation for community expertise in built environment adaptations and educational tools to support resident involvement in the often technical built environment planning processes. APPROACH: A participatory research and place-based education project was developed that enhanced co-learning between residents and researchers while collecting and analyzing local data on flood resilience in the built environment. Five research activities constitute the curriculum of resilience education on stormwater infrastructure: 1) establishment of partnership agreement/MOU, 2) participatory GIS to identify flooding issues, 3) water quality testing and health survey, 4) stormwater infrastructure assessment, and 5) urban/landscape design. Partners included high school and college students, residents, and environmental justice organizations. FINDINGS: Outcomes include a stakeholder approved infrastructure assessment smartphone application, neighborhood maps of drainage issues, a report of water containments, and neighborhood-scaled green infrastructure provisions and growth plans. Findings indicate that participatory research positively contributed to resilience knowledge of participants. VALUE: This paper outlines an interdisciplinary pedagogical strategy for resilience planning that engages residents to assess and monitor the performance of stormwater infrastructure and create resilience plans. The paper also discusses challenges and opportunities for similar participatory projects.

The development of a participatory assessment technique for infrastructure: Neighborhood-level monitoring towards sustainable infrastructure systems.

Climate change and increasing natural disasters coupled with years of deferred maintenance have added pressure to infrastructure in urban areas. Thus, monitoring for failure of these systems is crucial to prevent future impacts to life and property. Participatory assessment technique for infrastructure provides a community-based approach to assess the capacity and physical condition of infrastructure. Furthermore, a participatory assessment technique for infrastructure can encourage grassroots activism that engages residents, researchers, and planners in the identification of sustainable development concerns and solutions. As climate change impacts disproportionately affect historically disenfranchised communities, assessment data can further inform planning, aiming to balance the distribution of public resources towards sustainability and justice. This paper explains the development of the participatory assessment technique for infrastructure that can provide empirical data about the condition of infrastructure at the neighborhood-level, using stormwater systems in a vulnerable neighborhood in Houston, Texas as a case study. This paper argues for the opportunity of participatory methods to address needs in infrastructure assessment and describes the ongoing project testing the best use of these methods.

Leveling the Landscape: Landscape Performance as a Green Infrastructure Evaluation Tool for Service-Learning Products.

As part of the ongoing recovery from catastrophic flooding associated with Hurricanes Harvey and Florence, communities along the U.S. Atlantic and Gulf Coasts must plan for adaptations that integrate resilience into the redevelopment of community spaces. In designing resilient community spaces, particular consideration must be paid to socially vulnerable communities. Community visioning and neighborhood-scaled design is the first step in the development process. However, it can be a hurdle for communities that lack the capacity to conduct and evaluate such work collaboratively. Service-learning projects implemented through university-community partnerships can help communities increase resilience by developing master plans. The products generated through service-learning projects often conclude at the conceptual level, with no evaluation of the feasibility of their implementation. This study examines the use of landscape performance models in evaluating proposed master plan parameters. It is situated in Manchester, a community in Houston that is physically and socially vulnerable to flooding. Findings demonstrate that landscape performance models can objectively evaluate the costs and performance measures of service-learning products rooted in local conditions and community feedback.