Professional Documents
Culture Documents
of them tend
of architects
ese observations
:e it, we can ~
William L. Hamilton How Suburban Design Is Failing Teen-Agers 217
on teenagers, while William Booth (1998) examines the reverse mi-
from cities to the suburbs in South Florida.
a of making newer suburbs more like small towns of old. New Urbanism, most
y displayed in T h e T r u m a n S h o w s (1998) real-life setting of Seaside, Florida, bas
become increasingly popntar in the last decade The architectural and publ c space movement
encourages a retnrn to small-town living, which revolves around common spaces and a lay-
Out that encourages walking and more socialinteraction. Here Sarah Boxer (1998) and Whir-
Gould (1999) examine the idea of New Urbanism.
H O W S U ~ U R i ~ A F I D E S I G N ~ l :
I S F A L L I N G ~ E E F? -AG E R S
as QUZC~As THE WOR]~ "alienation" can be attached to the
~ William L. Hamilton ~
idea of youth, the image of isolation can be attacbed to a
picture of the subnrbs. Is there an unexplored relation-
) between them? It is a question parents and urban planners alike are raising in the af-
of the Columbine High School shootings in Littleton, Colo.
At a time when the renegade sprawl of snburbs themselves is being intensely scruti-
the troubling vision of a nation re-pioneered in vast tracts of disconnected commu~
nities has prodnced uneasy discussion about the psychological disorientation they might
house. Created as safe havens from the sociological ills of cities, suburbs now stand accused
of creating their own environmental diseases: lack of character and the grounding princi-
lack of diversity or the tolerance it engenders, lack of attachment to shared,
civic ideals. Increasingly, the newest, largest submbs are being criticized as landscapes
scorched by nnthoughtfi~l, repetitious building, where, it has been suggested, tbe isolations
of larger lots and a car-based culture may lead to disassociation from the reality of contact
with other people.
Designers of the newest American suburbs say they have largely ignored or avoided one
volatile segment of the popnlation--teen-agers. In recent conversations, three dozen urban
planners, architects, environmental psychologists and sociologists, and experts on adolescent
development agreed that specific community planning and places for teen-agers to make
their own are missing.
"Theyre basically an unseen population until they pierce their noses; said William
Morrish, a professor of architectnre and the director of the Design Center for American
Urban Landscape at the University of Minnesota. "They have access to computers and
weaponr): The sense of alienation that might come from isolation or neglect will have a
mnch larger impact than it might have before. And there are no questions craning from the
design community about what we can be doing about this. We dont invite them in."
218
C h a p t e r 3 , R E A D I N G A N D W R I T I N G A B O U T P U B L I C A N D P R I V A T E S P A C E
Virtually every other special interest has been addressed by enlightened suburban de-
signers--the elderly, the disabled, families with young children. But, said Andres Duany, a
planner who is a leading proponent of the "new urbanism; a model of suburban design
based on principles of traditi6nal towns, "its the teen-agers ~ always bring up as a question
ark. Mr. Duany sald that he had only once or twice included teen-agers in the public
process of planning a suburban development.
"It s a good point,"he said, as though it were an unlikely idea. "I should talk to the kids."
Though teen-agers tend to resist advice and choose their own turf as a territorial issue
of establishing seK-identity, most experts interviewed say that design could constructively an-
ticipate and accommodate anxieties of adolescence. They agreed that teen-agers need a place
to congregate in and to call their own; it is a critical aspect of relieving the awkward loneli-
ness of adolescence. Betwean home and school--spheres compromised by the presence of
parents or the pressure of performance--places for teen-agers in the suburbs are as un-
common as sidewalks.
"Its a paradoxical situation," said Ray Suarez, host of "T a lk of the Nation" on National
Public Radio and author of T h e O ld N e i g h b o r h o o d (The Free Press, 1999), a study of subur-
an mlgrat~on. Parents move there for their children; their children are dying to get out."
Like much of the Western United States, Denver is experiencing vertiginous suburban growth.
From 1990 to 1996, the metropolitan area expanded by two-thirds, to its current size of 535
square miles.
yplcal of the Denver metro area are the new suburbs, wheredowntownis a four-way
intersection with three shopping centers and a condo development," said Charles Blosten,
community services director for Litfletons city planning division. Highlands Ranch, Den-
vers largest suburban development, has its own ZIP code, "nothing but rooftops and miles
and miles of nothing," he said of the numbing vista of houses. "Its got to affect people:
The idea that place has an impact on adolescent development and socialization is ac-
cepted by most experts on the suburbs but is only now beginning to be "
studied. ~_ culture
of impersonality has developed in the suburbs by the way theyre laid out," said Jonathan Bar-
nett, a professor of regional planning at the University of Permsyivania and author of The
Fr a ctu r e d Me tr o po li s (HarperCollins, 1996). In the newer suburbs, "the standard of houses
is high, but the standard of community isnt; he continued, adding, "Its most peoples im-
pression of modern life."
And the people it stands to in,press the most are children. "They are the most vulnera-
ble people growing up there; said Dr. Jose Szapocznik, a professor of psychiatry and be-
havioral sciences and director of the Center for Family Studies at the University of MiamJ.
~s a child youre disabled by not being able to walk anywhere. Nothing is nearby;
Mr. Morrlsh said he thought that public transportation to metropolitan downtowns
was crucial for high school students. He said that the ability to access "the system"--the
world adults create--was a vital form of empowerment.
"W h a t to do after school, how to get to the city, to see other people and how to negoti-
ate this without parents;he said, posing the issues. "Teen-agers have to have better access to
the public realm and public activity." He recalled a conversation with a group of high school
students who met with the Design Center, which invites teen-agers to group meetings when
it is commissioned to study neighborhoods.
One g~rl sa~d, )kll Ive got is
"
.... ,
the P~zza Hut Mr. Morrlsh sa~d. You g,
you go to somebodys house--were tired of both."
~d suburban de-
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uburban
up as a question
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tterritorial
gers need a place
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uburban
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ads Ranch
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William L. Hamilton, How Suburban Design Is Failing Teen-Agers 219
Between home and school, in a landscape drawn by cars and the adults who drive them,
s there even a particular place that teen-agers can call their own? Peter Lang, a professor of
cture at the New Jersey Institute of Technology and an editor of S u b u r b a n Di s ci pli n e
Architectural Press, 1997), a collection of essays, said: "In most suburbs, theres
: even a decent park, because everyone has a backyard. But older kids never play in the
e crummiest piece of parkY
Typically, the students at Columbine High School went to Southwest Plaza, a two-level
has video arcades, food courts and stores, supervised by security guards and clgsed
~ 9 P.M. "Like any suburban community, theres not a lot of places to go and hang out; Mr.
~ said of Litfleton. "I tell you this because thats where my daughter goes--the mall."
said he thought that places like malls were not adequate gathering spaces for
them, like many public suburban venues, commercially and environmen-
"controlled space." He added, "They are not places for flee expression or hanging out."
that suburbs create greater alienation is Dr. Laurence Steinberg, a professor
~ and director of the MacArthur Foundation Research
k on Adolescent Development and Juvenile Justice. But he said that he thought recent
like the incident in Littleton do "wake people up to the notion that there is parental
h"We did a study on latchkeyldds. The kids most
r to be left unattended for long periods were middle class, in sprawhng professional sub -
i~ Isolated for long periods of time, theres no counterbalancing force to fantasy."
desire for more and cheaper land that has pushed suburbs to rural exurbia may re-
parts of the day. Mr. Morrish pointed out that in
odesto, in the San Joaquin Valley in central California, people commute
o area, where they enroll their children in schools.
are taking their kids with them; he said, "making the
"and visibly at work on restructuring the sub-
been "new urbanists" like Mr. Duany. Their solutions to the wheeling
development are based on tighter concentrations of houses, businesses and
townlike elements--porches, sidewalks and parks--that have
lew residential landscape.
place there, in new towns like Columbia and Kentiands in Mary-
d or Celebration, the Disney-built town in Florida, lt is not because of any bravery on the
They often foster nostalgic views of families with young children. But like
;, they overlook the inevitability of teen-agers in their design.
who with Vincent Scully wrote The N e w Ur b a n i s m : T o w a r d a n Ar ch i te ctu r e
ry (McGraw-Hill, 1993), spoke of the in~portance to teen-agers of a place that
for them, neither hidden and ignored nor exposed and supervised in effect, a
view.
Mr. Katz discovered that for Celebrations teen-agers, it was a narrow bridge,
! low railings, that goes from downtown to the health dub." He continued: "They find
other. They sit on the rafting. Its on the route to dallylife not a back alley; but not the
a structure could become a conscious part of a
for teen-agers.
Dorney, a mother with two teen-age children who lives in Kentlands, Md., a
mburb of some 1,800 people, the hallmarks of town life work well
220
Chapter 3 R E ADING A N D WR ITING AB O U T P U B LICAND P R IV ATE S P A C E
for both parents and children. Ms . Dorney and her husband, Mark, moved their family from
a typical town-Lmuse development.
"WL
~
wanted to raise our kids in a place that provided more than just a house; she said
"Its a diverse cornmuni~/, of age and income," with older people, young couples, families.
Ms . Dorney said that she thought the gaze of the town created a sense of extended family and
moral weight that were its most important s u cce s s .
"Someone sneaking down the street to have a cigarette--they dont get away w i th i t; s h e
said "I dont think teen-agers should be left on their own until heyre caught at the small
"
,,
added: ~An d w e h a ve a n o th e r w a .T ~r ;.
-
. , ,.
Y howblgthe are. She
If decorative gates can evoke the same response as real gates, then maybe the look of
neighborliness--porches, wide sidewalks and village greens--can evoke real neighborfi-
ness. Or can it?
The one big criticism about new-urban towns is that they are fake towns. Given that, its
curious that the developer of Seaside agreed to let T h e T r u m a n S h o w , a movie about a real
man in a false world, be filmed in Seaside. The movie all but said, "~2qis is not really a tmvn
but the shefi of a town, an image of a town," Mr. Krieger said.
After the filming was over, the painted pllavood storefronts that had been put up for the
movie stayed up for months because the developer liked the way theylooked, Mr. Krieger said.
After all, looking like a real town is the next best thing to being one.
N E W U R B A N I S M N E I ! D S T O
R ACIAL ISSU E S I N M I N D
IN THE S~ R U G G LE TO BUILD new towns and rebuild old
m Whitney Gould B
ones, theres one issue no one wants to talk about
much: race. Arid when it does come up, people tend to
dance around it or dress it in euphemisms.
At a recent meeting here of the Congress for the New Urbanism, though, race had just
about everyone buzzing--and the guy who started the buzz, writer James Howard Kunstler,
wasnt even on the program. Kunstler, author of an anti-sprawl polemic titled T h e Ge o g r a -
ph y o f N o w h e r e , popped up from the mostly white audience at a panel on gentrification is-
sues and said blacks should stop blaming their problems on whites. The real chaklenge? "Tell
your kids to be nicer to white people; he exhorted. "Turn your baseball hats around, get in-
terested in reading and quit trying to scare everyone:
A shouting match ensued. And no wonder. Could Kunstler, a middle-aged white guy
and well-known provocateur, not have known how offensive his racial stereotyping would
be? Did he really think that if every black person in America behaved like a well-read
ambassador from Ge n tle m a n s Qu a r te r ly or Vo g u e , lily-white enclaves would suddenly
become rainbow communities? And, as my colleague Eugene Kane observed [on these
pages last week], werent those shooters at Columbine High in Colorado a couple of white
kids?
In fairness to the New Urbanists, Kunstler was not representative of the four-day gath-
ering, which was earnest and thoughtful. But whatever his intentions, the bull-in-a-china-
shop author in a very crude way did do one useful thing: He brought race front and center
among a group of city-builders who have preferred to keep the spotlight more on the phys-
ical aspects of m
cial to ~he endur
The physica
and a mix ofhou
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velopment can n
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adis on an dO i,
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tegrated. In turn
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use development
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And today, as
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To wrap sucl
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move farther into
We could ch~
ous zoning rules
would also help..
estly priced hom~
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None of this ~
wants to talk abou
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worse? How sad if
come merely an e:
as the old ones.
.ch noise."
pia already!" s~
Mng up SOme 1
development,
real gate. Its a {
maybe the look.
:e real
Cns. Given that, it
novie about a
een p u t u
, Mr. Kneger sa~d.
and rebuild old
ts to talk abou~
?, people tend to
~h, race had just
oward Kunstler,
led T h e Ge o g r a -
enttification is-
challenge? "Tell
around, get in-
aged white guy
otyping would
ke a well-read
3uld suddenly
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ouple of white
~our-day gath-
tlI-in-a-china-
mt and center
e on the phys-
Whitney G ould New U rbanism Needs to Keep R acial Issues in Mind 229
aspects of urban revitalization than on the social and economic integration that is cru-
~ the enduring health of communities.
,ortant, to be sure. Street-friendly architecture, slower streets
a rob: of housing, businesses and public spaces all within walking distance: These are the
s of New Urbanism (and Old Urbanism, as well). That approach to de-
can make communities more neighborly, more humanly scaled and less depen-
it on the car. Milwaukees new master plan for the downtown grows out of those principles.
New Urbanist communities that I profiled recently, Middleton Hills west of
~ in Milwaukee, show how attractive such subdivisions can be.
Middleton Hills is virtually all white, and CityHomes is overwhelmingly black.
; little evidence that other New Urbanist communities are appreciably more in-
most of the new housing being built in downtown Mflwankee is upscale,
working-class folks and/or minorities pretty much out of the picture. Indeed, cen-
tistics show that 98% of the African-American population in the entire metro area
s in the City of Milwaukee, making this the most segregated of 50 large urban areas in
You can argue, I suppose, that some of this segregation is voluntary: people choosing to
folks like themseIves. (Never mind that there are whites and people of color who
diversity.) You can argue, to o , that this is just the market talking: developers going
the money is. (Never mind, too, that there is plenty of money to be made in mLxed-
experts at a University of Wisconsin-Milwaukee conference noted recently,
and housing subsidies for years promoted sprawl, with all of its inevitable
n and social inequity.
And today, as builders and realtors groups push to build smaller, more affordable houses
, they run up against zoning rules that mandate huge minimum lot sizes and
e houses. Even if the intent is not racist, the effect of such rules is both racially and eco-
discriminatory, shutting out worklng-class minorities and whites alike--and this
jobs in the suburbs are going begging.
To wrap such exclusionary zoning in the mantle of environmentalism and the fight
sprawl strains credulity. After all, developers who cant build in one place will just
v does that promote smarter land use?
We could change all of this if we had the political vfill to do so. Reforming those oner-
rules would be a good place to start. Improving transit links to the suburbs
also help. And we could create new incentives for builders to include more rood-
whether in the city or the suburbs. Lets be
prison-like public housing, just some attractive
and townhouses that ordinary folks--black and white, young and
None of this would come easily. Such changes inevitably bring up the issue that no one
cants to talk about: race. While it may be too much to expect planners and developers to solve
inequity, can we not at least hope they wont make those problems
;ad if New Urbanism, the most progressive planning tool in decades, were to be-
come merely an excuse for creating beautifully designed communities as racially alienated
as the old ones.
230
Chapter 3 R E ADING AND WR ITING AB O U T P U B LICAND P R IV ATE SP ACE
THIS TE XT: R E ADING
1. What is your opinion of suburbs? Is this based on your own experience or what you
have seen displayed in popular culture?
2.
What are the advantages and disadvantages of living in the suburbs?
3.
Are there ways of changing the suburbs to eliminate some of the disadvantages?
4. Do you think the behavior of teenagers is affected by the construction of public
space?
5.
What assumptions about suburbs are the practitioners of the New Urbanism making?
Are those assumptions accurate?
6. Why is the idea of Main Street so attractive to us? Is it built on false assumptions? ~
7. What ages like living in suburbs the best? The least?
8.
In what ways do gender, ethnici~, and race play into our ideas about the suburbs?
YO U R TE XT: WR ITING
1.
Write a short piece about your experience in the suburbs.
2.
What would you say the philosophy of suburban life is? Write a paper articulating what
you think this philosophy is.
3. What are the defining architectural ideas behind living in the suburbs? How do these
ideas affect the way people live?
4. Drive through a suburban community--both old and new. What do you notice about
the public spaces and the way houses look? What do those aspects of the suburbs sug-
gest about life there?
5.
Write a shor t piece about the positive nature of the suburbs. Are there any cultural texts
that would aid in your examination?
6. If you have grown up in the suburbs, think about your relationship to the suburbs at dif_
ferent times in your life. Is there a point at which you remember changing your ideas
about where you live?
7. If you do not live in the suburbs, think about when you realized that there were places
.different from where you lived. Think about what you thought about these places grow-
mg up and what you think about them now.
CLASSR O O M ACTIV ITIE S
1. Look around your classroom. How do you know its a classroom? Of course, there are
the chalkboard and the desks, but what other qualities does this room have that makes
it a classroom? How is it designed? Does it facilitate learning, alertness, and discussion?
2. Walk outside the classroom. What elements identify the walk as a college campus? What
emotions does the walk evoke? Could it be improved?
3. What does the public space outside the classroom building say? Does it identify the
campus as any particular type of school--private, public, urban, rural, suburban? What
would a potential student read into this particular space? Would they be inclined to
come to school or not because of this reading? Why or why not?
architectm
ories drive
Design the
would ever
room chan
6. Design the
E SSAY IDE AS
B uilding a s a n
Find a building
in?in 1) its phy
or 4) its structm
analogy in gene:
E mot iona l r e sp
Walk around a b
do you "feel"? ~
tended or unint~
C omme r cia l ve
What dominates
Or do the two w
My [a vo r i te plo
If possible, analy
theme attached t
feel your attachn
D oe s t h is buildi
Find a place--do
ria is it trying to :
T h e p e r son fr or r
Go to an office
you tell about thi,
other ways to int~
THE CO MMO F,
Compare similar
their differences c
urbs?
there are
scussion?
,us?What
E ssayldeas 231
What particular place makes you feel the most comfortable? Least? Frightened? WMt is
it about the spaces themseIves that evoke these emotions? Are they human driven or
architecturally or design driven? Can you think of a space that has bad or good mem-
ories driven mostly by the space itselt?
Design the perfect classroom. What would it look like? What would it have in it? Where
would everyone sit? What tools would everyone have? How would being in this class-
room change your learning experience?
Design the perfect building at college. What would it look like? What would it have in it?
DEAS
u i ld i n g a s a n a lo g y
you of something besides a build-
in 1) its physical construction; 2) the emotional response it encourages; 3) its purpose;
4) its structure? In what way are these disparate elements alike? Different? What does the
z in general say about commonalties of texts generally?
E mot iona l r e sp onse
around a building or a public area such as a mall or your schools common area. What
) you "feel"? What about the place makes you feel such an emotion? Are these effects in-
tended or unintended?
ve r sus a r t ist ic
dominates this particular building or space--its artistic aspects or commercial ones?
the two work together?
/ [a vo r lto pla ce
you feel close to and figure out why you feel that way. Is there a
place? How would you describe the d~cor? The architecture? Do you
feel your attachment to this place--or places like it--is unique?
sp a ce "wor k"?
you think it succeeds on its own terms? What are its "terms"--what crite-
ria is it trying to fulfill? Does is succeed? Why or why not?
p e r son fr om t h e sp a ce
)ffice or a dorm room or car, or some place that "belongs" to someone. What can
this person from the space? How did you arrive at your judgments? Are there
E LE ME NT
spaces. What makes them similar? What are their differences? What do
their differences or similarities say about this type of space?
Silverman, Jonathan.
~lhe world is a text : writing, reading, and flfinldng about culture and its
contexts / Jonalhmt Silk.mama, Dean Rader.-- 2nd ed.
Includes bibliographical references and index~
1. English language--Rhetoric. 2. Culture--Problems, exercises, etc.
3. Readers--Cugure. 4. Critical thinldng. 5. College readers.
6. Report writing. 7. SemJotlcs. I. Rader. Dean. II. Title.
PE1408.$48785 2006
808 .0427-~ 1c22
2005013269
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