🔒Quinnipiac study raises red flags about state of ‘Urban CT’

Q&A talks with Robert M. Brown III, a visiting assistant sociology professor at Quinnipiac University in Hamden.

Q. Ten Quinnipiac University faculty members recently teamed up with the Urban League of Southern Connecticut to produce the “State of Urban Connecticut” report. Why was the report done and what was the most surprising finding?

A. The Urban League of Southern Connecticut launched a research investigation and engaged Quinnipiac University as its research partner to examine the impact of education, employment, income, affordable housing, health disparities, transportation, immigration and re-entry justice on the quality of living for people who reside in the urban centers of Connecticut. While there are numerous findings in the report that are quite sobering, the recurring theme is the persistent, inequitable distribution of resources and the lack of access to opportunities in the cities of Connecticut.

That has an adverse impact on: high-quality and culturally competent education; the ability to secure employment opportunities that pay livable wages and that offer higher levels of job security; adequate levels of affordable housing in safe communities; and access to appropriate levels of health care.

Q. One of the report’s findings is that the shortage of affordable housing has reached crisis levels in urban Connecticut.Why?

A. The revitalization of many urban communities in Connecticut has resulted in soaring rent costs, the social dislocation of growing numbers of people, particularly those from low-income communities and communities of color and the worsening of affordable-housing availability and affordable housing in safe communities.

This has been compounded by the history of “redlining,” which is the discriminatory practice of fencing off areas, where banks would avoid investments based on community demographics.

There is an immediate and sustained need for significant increases in funding for the preservation and development of affordable housing and the enactment of policies to ensure compliance with state requirements for affordable housing, in addition to regional and statewide systems that facilitate access to wait lists, admission criteria, and applications for affordable housing.

Q. One of the report’s recommendations is to place a greater emphasis on the “opportunity gap” —  the disparities in access to quality schools and resources — rather than the achievement gap, which focuses on the symptoms of disparity, rather than the source. What does that mean?

A. Opportunity gaps are unequal learning chances that result from broader socioeconomic processes such as racism, nativism, classism and general dimensions of inequality. These processes shape students’ expectations while also limiting their chances to overcome their marginalized status. Achievement gaps are the result — symptoms of the lack of access to equal opportunities for learning and personal development.

Q. What role can the business community play in helping to close the opportunity and achievement gaps faced by inner-city children?

 A. The role that the business community can play is significant. There should be increased partnerships with primary and secondary schools in urban areas that will help to ensure that inner-city schools are equipped to prepare students for the world of work, whether students go directly to work from high school, upon completion of a college degree or as young entrepreneurs.

This includes access to internships and the connection of students, particularly those in high school, with mentors and sponsors from the business community. Exposure to these kinds of experiences and people increase the likelihood of gaining needed job and life skills that are necessary to acquire in-demand employment opportunities that pay livable wages and promote career-building.