1. New Haven Is Not Our Playground

2. Training Goals
1. A brief history of Yale in New Haven. 2. Conceptualize ourselves within that history. 3. Guidelines and norms for working within New Haven communities.

3. Definitions
Power We will use power as a catch-all term for ability, influence, and access, granted and reinforced by institutions, structures, history, and individuals. It is distributed inequitably.

4. Definitions
Privilege Unearned power enjoyed by a dominant group, giving them economic, political, social, and cultural advantages at the expense of members of a marginalized group.

5. Turn and Talk:
How did you interact with individuals from the community where you are from? In what context? What was that experience like?

6. History of Yale in New Haven An abridged version

7. 1
Proud to call New Haven home The Growth of New Haven and Yale Conceptualizing Yale privilege Rules of Engagement 2 3 4

8. History of New Haven and Yale
The New Haven area was the home of the Quinnipiac tribe of Native Americans before the arrival of Europeans.
In 1637 Puritans began settling in New Haven in search of creating theological community. Land was “purchased” from the Quinnipiac tribe shortly after.
Yale was founded in 1701 in nearby Saybrook, CT as the Collegiate School to educate students for “Publick employment both in Church and Civil State.”
Yale University is proud to call New Haven home, after a vote to move by the Collegiate School trustees in 1716.

9. Landmarks in New Haven History
In 1841 the United States v. The Amistad court case reached the Supreme Court, which ordered freedom for illegally transported Mende captives.
In 1860 Abraham Lincoln delivered a speech on slavery in New Haven on the campaign trail.
During the Civil War, the local economy was boosted with wartime purchases
The influx of southern European immigrants doubled the population of the city by the start of the 20th century.
Industry continued to thrive during the World Wars

10. Economic Growth and Fiscal Impact

11. New Haven after WWII
After World War II, African Americans from the American South and Puerto Ricans migrated to the city in search of manufacturing jobs
Very shortly after World War II, industry began to move out of New Haven
White middle-class workers began left New Haven for suburbs in the 1950s
From 1953 to 1958 the Urban Renewal Program in New Haven concentrated on the physical aspects of revitalization, creating physical barriers for communities

12. Economic Growth and Fiscal Impact
From the 1960s to 1990s, areas of New Haven declined economically and in population, and the crime rate grew.
The loss of manufacturing and growth of Yale shifted the economy towards Services - 56% of the total economy, particularly education and health care.
Today, Yale University is New Haven’s largest employer with nearly 14,000 faculty and staff. Yale employs more than 4,000 New Haven residents.

13. Economic Growth and Fiscal Impact
In 1997, Yale appointed the first vice president of New Haven and State Affairs in recognition of the importance to Yale of relations with the city and region.
Yale and the city have continued to work cooperatively in developing mutually beneficial educational, cultural, and economic projects.
Today, areas of downtown are being revitalized with an influx of apartments, condominiums, and retail districts.

14. Conceptualizing Yale Privilege

15. Definitions
Political Power Power here references our capacity to “get things done.” It is influenced by systems and institutions and is inequitably distributed. Political power describes our ability to influence and control politics.

16. Definitions
Economic Privilege Economic privilege specifically describes profitable benefits. An example of economic privilege is our ability to book this room and to have Yale pay for the food provided.

17. Definitions Social Capital
Refers to the connections between individuals and entities that can be economically valuable, directly or indirectly. These relationships between individuals and companies can lead to a state in which each thinks of the other when something needs to be done.

18. Yale’s Role in Slavery
At the table sit Elihu Yale (center), William Cavendish, second Duke of Devonshire (right), and his younger brother James Cavendish (left).
Nearby is a “boy” in a uniform identified as a servant, and the silver collar and padlock around his neck indicate that he is enslaved.
Yale’s prominent position in the composition suggests that he commissioned the painting.
The portrait, which seems to be set on the Duke’s estate, Chatsworth, is believed to commemorate the signing of a marriage contract between Yale’s daughter, Anne, and James Cavendish.

19. Turn and Talk:
How do you think Yale’s political power, economic privilege, and social capital will impact you in your time at Yale? How might it affect your work in the New Haven community?

20. New Haven Today

21. Definitions Gentrification
Gentrification is a general term for the arrival of wealthier people in an existing urban district, a related increase in rents and property values, and changes in the district’s character and culture. The term is often used negatively, suggesting the displacement of poor communities by rich outsiders.
Source: Benjamin Grant, PBS.org.

22. Social determinants: The proportion of residents with a college degree or a white-collar job, allow us to look at the changes in the types of people who live in each neighborhood.
Economic determinants: The changes in median household income, rent and house value, can suggest displacement, as residents are forced to move due to an increase in the cost of living.
Areas where social determinants are increasing at least 10 percent faster than the citywide average are colored in yellow.
Areas where economic determinants are increasing at least 10 percent faster than the citywide average are colored in blue.
Areas that passed both of these tests are shown in green.
The East Rock neighborhood (green) (Tracts 1418 and 1421) shows the most evidence of a demographic shift-- as Yale expands, it’s become a more attractive place to live for Yale’s grad students and professors, who likely drive the neighborhood’s continued change.

23. Race & Ethnicity in New Haven
In 2015, there were time more Black residents (42,428 people) in New Haven, CT than any other race or ethnicity. This is followed by White with 40,866 and Hispanic with 36,715.

24. Median Household Income in New Haven
Households in New Haven, CT have a median income of $37,192.
The chart shows the median household income in New Haven, CT compared to its parent locations.

25. Poverty by Race & Ethnicity in New Haven
The most common race or ethnicity living below the poverty line in New Haven, CT is Hispanic or Latino, followed by Black or African American and White.

26. Universities in New Haven
In 2015, the institution with the largest number of graduating students in New Haven, CT was Yale University with 4,478 graduates.

27. Student Race & Ethnicity in New Haven
In 2015 the majority of students graduating from institutions in New Haven were White with 4,638 graduates.
There were 5.59 times more White graduates than the next closest race/ethnicity group, Black or African American, with 829 graduates.

28. Rules of Engagement
Things all Yale students should know before doing work in New Haven

29. But do not expect to be taught.
1. Learn
But do not expect to be taught.

30. With the intent of learning, not responding.
2. Listen
With the intent of learning, not responding.

31. Be critical of your action and the space you take.
3. Ask why?
Be critical of your action and the space you take.

32. Not a badge of honor. It works in the present.
4. Ally is a verb.
Not a badge of honor. It works in the present.

33. (hint: the answer is not all the time)
5. Understand that
you have power and
know when to use it.
(hint: the answer is not all the time)

34. 6. Take an asset-based approach
Value local expertise, knowledge, and experience.

35. 7. Know that Yale is a center of knowledge, not the center of knowledge in NH

36. 8. Own impact
Expect to be held accountable for your actions. Welcome criticism. Acknowledge and apologize for harmful actions.

37. Be the change you wish to see in the world.

38. 10. Consider Yale’s role
In constructing and supporting systems that create and perpetuate inequality.

39. Turn and Talk:
What do these rules mean to you? How will you implement these rules? How could these rules be strengthened?

40. Resources Yale Courses Books and Articles
Justice – Michael Sandel
Urban Injustice – David Hilfiker
Between the World and Me- Ta-Nehisi Coates
Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets, John P. Kretzmann & John L. McKnight
City: Urbanism and Its End, Douglas Rae
The Death and Life of Great American Cities, Jane Jacobs
Race, Class, Power, and Organizing in East Baltimore, Marisela B. Gomez
Rules for Radicals: A Pragmatic Primer for Realistic Radicals, Saul D. Alinsky
We Make the Road by Walking: Conversations on Education and Social Change, Myles Horton & Paulo Freire
The New Urbanism: Toward an Architecture of Community, Peter Katz
BRIDGE: Building a Race and Immigration Dialogue in the Global Economy - A Popular Education Resource for Immigrant And Refugee Community Organizers, Cho, Paz y Puente. Louie, Khokha
Yale Courses
AFAM/AMST 196/ER&M 226/EVST 196/SOCY190 Race,Class,GenderAmerCities Laura Barraclough TTh SSS 114
AMST 198/ARCH385/HIST 152/PLSC 279/SOCY149 New Haven & the American City Elihu Rubin / Alan Plattus TTh SSS 114
AMST 348/EVST 304 Space, Place, and Landscape Laura Barraclough Th WLH 007
AMST 454/ER&M 388/FILM 454 Narrating Lives of Refugees Jake Halpern Zareena Grewal M LC 105
ARCH 005 Modern Architecture & the City Karla Britton MW RDH 211
F&ES 954 Mgmt Plans for Protected Areas Mark Ashton W MARSH 12
MUS 672/REL 912 Sacred Music Unity & Diversity Markus Rathey / Th SDQ BUSH-S100

41. Thank you! Any questions?