@misc{myers_mullenbach_jolley_cutts_larson_2023, title={Advancing social equity in urban tree planting: Lessons learned from an integrative review of the literature}, volume={89}, ISSN={["1610-8167"]}, DOI={10.1016/j.ufug.2023.128116}, abstractNote={Social equity has become a growing emphasis in urban tree planting programs, with multiple cities across the world aiming to reduce racial/ethnic and socio-economic disparities in tree canopy distribution. However, despite escalating concerns about equity in urban greening, there is a dearth of research that applies the principles of environmental justice – including both recognition and procedural justice - to tree planting, specifically. This integrative review identified and analyzed academic papers focused on social and environmental justice related to urban tree planting programs in the United States. We searched academic databases using keywords such as "social equity AND tree planting" to identify peer-reviewed papers on the subject. After several filtering steps, 15 papers published between 2004 and 2021 were analyzed to understand outcomes from strategies that cities have employed in pursuit of equitable tree planting and the factors that influenced their success. We characterized outcomes, documented challenges faced, and identified best practices for equitable urban greening. Critical lessons learned include the value of prioritizing distributional equity over the number of trees planted, the need to form community partnerships and engage communities in the tree planting programs, and the importance of providing funding and resources for ongoing tree maintenance after initial planting. More research is needed to build on the limited studies to date with the goal of effectively integrating multiple environmental justice dimensions (i.e., distributive, procedural, recognition) into urban tree planting programs.}, journal={URBAN FORESTRY & URBAN GREENING}, author={Myers, Genevieve and Mullenbach, Lauren E. and Jolley, Julianna A. and Cutts, Bethany B. and Larson, Lincoln R.}, year={2023}, month={Nov} }
 @article{mullenbach_larson_floyd_marquet_huang_alberico_ogletree_hipp_2022, title={Cultivating social capital in diverse, low-income neighborhoods: The value of parks for parents with young children}, volume={219}, ISSN={["1872-6062"]}, DOI={10.1016/j.lurbplan.2021.104313}, journal={LANDSCAPE AND URBAN PLANNING}, author={Mullenbach, Lauren E. and Larson, Lincoln R. and Floyd, Myron F. and Marquet, Oriol and Huang, Jing-Huei and Alberico, Claudia and Ogletree, S. Scott and Hipp, J. Aaron}, year={2022}, month={Mar} }
 @article{sharaievska_mcanirlin_browning_larson_mullenbach_rigolon_d’antonio_cloutier_thomsen_metcalf_et al._2022, title={“Messy transitions”: Students’ perspectives on the impacts of the COVID-19 pandemic on higher education}, volume={4}, ISSN={0018-1560 1573-174X}, url={http://dx.doi.org/10.1007/s10734-022-00843-7}, DOI={10.1007/s10734-022-00843-7}, abstractNote={The COVID-19 pandemic affected every area of students' lives, especially their education. Limited research has explored students' experiences during the pandemic. This study documents how students across seven United States universities viewed the impact of the COVID-19 pandemic on their educational experiences and how these students reacted to these impacts. We present qualitative data from an online survey conducted between March and May 2020 that resulted in 1267 respondents with relevant data. Conventional content analysis with an inductive approach was used to analyze open-ended responses to the question, "We are interested in the ways that the coronavirus (COVID-19) pandemic has changed how you feel and behave. What are the first three ways that come to mind?" Six categories emerged from the data: changes in instruction delivery mode, changes in schedule and everyday life, increased technology use, decreased academic opportunities and resources, negative reaction to the changes in higher education, and positive reactions to changes in higher education. Among our recommendations for practice are personalized approaches to material delivery and evaluation, synchronous classes and opportunities to connect with professors and students, and convenient support services.}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Sharaievska, Iryna and McAnirlin, Olivia and Browning, Matthew H. E. M. and Larson, Lincoln R. and Mullenbach, Lauren and Rigolon, Alessandro and D’Antonio, Ashley and Cloutier, Scott and Thomsen, Jennifer and Metcalf, Elizabeth Covelli and et al.}, year={2022}, month={Apr} }
 @article{mullenbach_baker_mowen_2021, title={Does public support of urban park development stem from gentrification beliefs and attitudes?}, volume={211}, ISBN={1872-6062}, DOI={10.1016/j.lurbplan.2021.104097}, journal={LANDSCAPE AND URBAN PLANNING}, author={Mullenbach, Lauren E. and Baker, Birgitta L. and Mowen, Andrew J.}, year={2021}, month={Jul} }
 @article{powers_graefe_benfield_hickerson_baker_mullenbach_mowen_2021, title={Exploring the conditions that promote intergroup contact at urban parks}, ISSN={["2159-6417"]}, DOI={10.1080/00222216.2021.1910089}, abstractNote={Abstract Urban parks have the potential to serve as places that facilitate intergroup contact between racially and ethnically diverse users. However, there is limited evidence identifying the conditions under which intergroup contact occurs in urban park settings. Existing literature suggests that the psychosocial conditions of safety, community engagement, psychological ownership, and sense of welcome and belonging may be related to park-based intergroup contact. The purpose of this study was to test the hypothesized structural relationships between these factors and intergroup contact among park visitors at three parks in Philadelphia, PA (n = 324). Results demonstrated that intergroup contact is more common when visitors feel a greater sense of welcome and belonging at parks. Moreover, indirect relationships suggest that efforts to engage community residents in decision making, stimulate psychological ownership, and improve safety can help diverse users to feel more welcome, and in turn, engage in more intergroup contact.}, journal={JOURNAL OF LEISURE RESEARCH}, author={Powers, Samantha L. and Graefe, Alan R. and Benfield, Jacob A. and Hickerson, Benjamin and Baker, Birgitta L. and Mullenbach, Lauren E. and Mowen, Andrew J.}, year={2021}, month={Aug} }
 @article{larson_mullenbach_browning_rigolon_thomsen_metcalf_reigner_sharaievska_mcanirlin_d'antonio_et al._2022, title={Greenspace and park use associated with less emotional distress among college students in the United States during the COVID-19 pandemic}, volume={204}, ISSN={0013-9351}, url={http://dx.doi.org/10.1016/j.envres.2021.112367}, DOI={10.1016/j.envres.2021.112367}, abstractNote={The COVID-19 pandemic has negatively affected many people's psychological health. Impacts may be particularly severe among socially vulnerable populations such as college students, a group predisposed to mental health problems. Outdoor recreation and visits to greenspaces such as parks offer promising pathways for addressing the mental health challenges associated with COVID-19. During the early stages of the pandemic (March-May 2020), we surveyed 1280 college students at four large public universities across the United States (U.S.) to assess how, and why, outdoor recreation and park use changed since the emergence of COVID-19. We also measured students' self-reported levels of emotional distress (a proxy for psychological health) and assessed potential demographic and contextual correlates of distress, including county-level per capita park area and greenness, using generalized linear models. We found that 67% of students reported limiting outdoor activities and 54% reported reducing park use during the pandemic. Students who reduced their use of outdoor spaces cited structural reasons (e.g., lockdowns), concerns about viral transmission, and negative emotions that obstructed active lifestyles. Students who maintained pre-pandemic park use levels expressed a desire to be outdoors in nature, often with the explicit goal of improving mental and physical health. Emotional distress among students was widespread. Models showed higher levels of emotional distress were associated with reducing park use during the pandemic and residing in counties with a smaller area of parks per capita. This study of U.S. college students supports the value of park-based recreation as a health promotion strategy for diverse populations of young adults during a time of crisis.}, journal={Environmental Research}, publisher={Elsevier BV}, author={Larson, Lincoln R. and Mullenbach, Lauren E. and Browning, Matthew H.E.M. and Rigolon, Alessandro and Thomsen, Jennifer and Metcalf, Elizabeth Covelli and Reigner, Nathan P. and Sharaievska, Iryna and McAnirlin, Olivia and D'Antonio, Ashley and et al.}, year={2022}, month={Mar}, pages={112367} }
 @article{browning_larson_sharaievska_rigolon_mcanirlin_mullenbach_cloutier_vu_thomsen_reigner_et al._2021, title={Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States}, volume={16}, ISSN={1932-6203}, url={http://dx.doi.org/10.1371/journal.pone.0245327}, DOI={10.1371/journal.pone.0245327}, abstractNote={BackgroundUniversity students are increasingly recognized as a vulnerable population, suffering from higher levels of anxiety, depression, substance abuse, and disordered eating compared to the general population. Therefore, when the nature of their educational experience radically changes—such as sheltering in place during the COVID-19 pandemic—the burden on the mental health of this vulnerable population is amplified. The objectives of this study are to 1) identify the array of psychological impacts COVID-19 has on students, 2) develop profiles to characterize students' anticipated levels of psychological impact during the pandemic, and 3) evaluate potential sociodemographic, lifestyle-related, and awareness of people infected with COVID-19 risk factors that could make students more likely to experience these impacts.MethodsCross-sectional data were collected through web-based questionnaires from seven U.S. universities. Representative and convenience sampling was used to invite students to complete the questionnaires in mid-March to early-May 2020, when most coronavirus-related sheltering in place orders were in effect. We received 2,534 completed responses, of which 61% were from women, 79% from non-Hispanic Whites, and 20% from graduate students.ResultsExploratory factor analysis on close-ended responses resulted in two latent constructs, which we used to identify profiles of students with latent profile analysis, including high (45% of sample), moderate (40%), and low (14%) levels of psychological impact. Bivariate associations showed students who were women, were non-Hispanic Asian, in fair/poor health, of below-average relative family income, or who knew someone infected with COVID-19 experienced higher levels of psychological impact. Students who were non-Hispanic White, above-average social class, spent at least two hours outside, or less than eight hours on electronic screens were likely to experience lower levels of psychological impact. Multivariate modeling (mixed-effects logistic regression) showed that being a woman, having fair/poor general health status, being 18 to 24 years old, spending 8 or more hours on screens daily, and knowing someone infected predicted higher levels of psychological impact when risk factors were considered simultaneously.ConclusionInadequate efforts to recognize and address college students’ mental health challenges, especially during a pandemic, could have long-term consequences on their health and education.}, number={1}, journal={PLOS ONE}, publisher={Public Library of Science (PLoS)}, author={Browning, Matthew H. E. M. and Larson, Lincoln R. and Sharaievska, Iryna and Rigolon, Alessandro and McAnirlin, Olivia and Mullenbach, Lauren and Cloutier, Scott and Vu, Tue M. and Thomsen, Jennifer and Reigner, Nathan and et al.}, editor={Lin, Chung-YingEditor}, year={2021}, month={Jan}, pages={e0245327} }
 @article{larson_zhang_oh_beam_ogletree_bocarro_lee_casper_stevenson_hipp_et al._2021, title={Urban Park Use During the COVID-19 Pandemic: Are Socially Vulnerable Communities Disproportionately Impacted?}, volume={3}, ISSN={2624-9634}, url={http://dx.doi.org/10.3389/frsc.2021.710243}, DOI={10.3389/frsc.2021.710243}, abstractNote={The COVID-19 pandemic altered human behavior around the world. To maintain mental and physical health during periods of lockdown and quarantine, people often engaged in outdoor, physically distanced activities such as visits to parks and greenspace. However, research tracking outdoor recreation patterns during the pandemic has yielded inconsistent results, and few studies have explored the impacts of COVID-19 on park use across diverse neighborhoods. We used a mixed methods approach to examine changes in park use patterns in cities across North Carolina, USA, during the COVID-19 pandemic, with an emphasis on impacts in socially vulnerable communities (based on racial/ethnic composition and socioeconomic status). First, we surveyed a demographically representative sample of 611 urban residents during August 2020 to assess their use of outdoor park spaces before and during the pandemic. Second, we used cell phone location (i.e., geo-tracking) data to document changes in park visits within 605 socioeconomically diverse urban census tracts before (July 2019) and during (July 2020) the pandemic. Data from both methods revealed urban park use declined during the pandemic; 56% of survey respondents said they stopped or reduced park use, and geo-tracked park visits dropped by 15%. Park users also became more homogenous, with visits increasing the most for past park visitors and declining the most in socially vulnerable communities and among individuals who were BIPOC or lower-income. Our results raise concerns about urban park use during the COVID-19 pandemic and suggest pre-existing health disparities in socially vulnerable communities might be exacerbated by inequitable access and utilization of parks and greenspace.}, journal={Frontiers in Sustainable Cities}, publisher={Frontiers Media SA}, author={Larson, Lincoln R. and Zhang, Zhenzhen and Oh, Jae In and Beam, Will and Ogletree, S. Scott and Bocarro, Jason N. and Lee, KangJae Jerry and Casper, Jonathan and Stevenson, Kathryn T. and Hipp, J. Aaron and et al.}, year={2021}, month={Sep} }
 @article{mullenbach_baker_mowen_2020, title={Construction and testing of the Gentrification Worldview Instrument}, volume={51}, ISSN={["1944-7485"]}, DOI={10.1080/15575330.2020.1791922}, abstractNote={ABSTRACT Primary data collection that is generalizable and applicable on a large scale would benefit gentrification research, as more stakeholders’ perspectives could be gathered. Thus, an instrument measuring gentrification worldview was constructed and tested for inter-item relationships, through survey pretesting, exploratory factor analysis, and confirmatory factor analysis. The Gentrification Worldview Instrument (GWI) is a set of evaluative beliefs representing one’s worldview of gentrification. Items measure beliefs about neighborhood change and the roles of individual residents and local government in preserving or changing city neighborhoods. The instrument demonstrated partial measurement invariance across two racial groups. The resulting models indicate the GWI is composed of three domains, neighborhood preservation, development, and social integration. The instrument provides researchers, policy makers, and communities with a tool to measure people’s perceptions of gentrification, which can then be used to predict attitudes and behaviors.}, number={4}, journal={COMMUNITY DEVELOPMENT}, author={Mullenbach, Lauren E. and Baker, Birgitta L. and Mowen, Andrew J.}, year={2020}, pages={420–436} }