Neighborhood Alcohol Outlet Density, Historical Redlining, and Violent Crime in NYC 2014–2018

Alcohol outlets tend to cluster in lower income neighborhoods and do so disproportionately in areas with more residents of color. This study explores the association between on- and off-premise alcohol outlet density and history of redlining with violent crime in New York City between 2014 and 2018. Alcohol outlet density was calculated using a spatial accessibility index. Multivariable linear regression models assess associations between the history of redlining, on-premise and off-premise alcohol outlet density with serious crime. Each unit increase in on- and off-premise alcohol density was associated with a significant increase in violent crime (β = 3.1, p p p p p < 0.001). The violent crime experienced by formerly redlined communities in New York City is likely related to a legacy of racialized housing policies and may be associated with state policies that allow for high neighborhood alcohol outlet density

Sparking Intentional and Antiracist Pedagogy: A Narrative Analysis of COVID-Era Interviews with Public Health Faculty

The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online and in-person classrooms. In this project, we conducted a narrative analysis of oral history interviews with eight faculty members at a public university in New York City to understand how they reacted to these events and reconsidered their public health teaching during this period. We map what propelled faculty along paths of change and where these paths led. We learn that participating faculty shifted in varied ways toward more intentional and sometimes more antiracist teaching practices. Two experiences were foundational to these shifts: (1) faculty attunement to student realities during this time, and (2) faculty reflection on their own social positionings (i.e., race, gender identity, sexual orientation, class, age, immigration status, etc.) and their development of critical consciousness. These findings provide insights into how faculty conceptualize, support, and change their teaching approaches during periods of upheaval, particularly in the context of limited institutional support for faculty development. Finally, we discuss key issues for institutions seeking to formalize and enhance shifts like those described