interviews
We're Teaching Our Kids Too Late
by frank
April 19, 2019
This interview was originally published on November 18, 2018 in our Civics issue.
This interview with the students of The Young Women's Leadership School of East Harlem was conducted and condensed by frank news.
From left to right: LaShay Fernandez, Morgan Carter, Javeria Amir, and Fargana Alden.
Morgan: Right now, we're learning about how to take an issue that we feel passionate about and see how we can impact our local government - legislative, the mayors, governors. To see how we can change the issue, or see if we can get more engagement so people will pay attention. The issue we all picked was sexual assault in schools, from colleges, middle schools, high schools...
Why did you choose that?
Morgan: At first, it was separated for a week. Some people wanted to do education and the other side wanted to do sexual assault. We were debating for a week or two and none of us wanted to do it together, and then eventually we just had to decide - why don't we just put them together? Now we're doing sexual assault in schools. And how education and money affects why we don't have sex ed.
That's amazing.
Javeria: There's this thing that there's enough about raising awareness for it. It's time for us to take action and the way we can take action is contacting our local office members rather than just going for the governor or the president. We're saying oh my god the President's doing this and what are we doing? We know we can't directly affect what the President is doing himself, but we can work at a local level which is what we're going to do now.
Who are your local officials?
Javeria: Our mayor and our city council members. We would start contacting them rather than the governor.
LaShay: We did a whole thing where we sat down with people in our neighborhood or district to look up all our local members and see what they're doing and see if they're good. We looked them up and really tried to see if our representatives are everyman or superman. To see how much of our representation is actually what we want, or actually accurately depicts the people that are there - us.
What's the conversation around sexual assault? What are the things you want to see done and what are the sort of modes of getting those things done?
Morgan: Today we learned about root causes and systemic causes. We're starting in elementary schools and high schools. People have sex ed, but we realized that a lot of the problem is that people don't actually know what counts as sexual assault. No one has consent classes. You can't just start at high school, because by that time a lot of people are already having sex. We said that maybe we could start with 7th and 8th graders and give them sexual education - maybe not assault, but basic knowledge so that later on they can know - this is what we do, this is how this works.
LaShay: It's very hard because since people are so young and it's such a fragile thing even though yeah, you should learn about it, we're also talking about different ways to tackle the situation. Instead of just saying "consent" and just straight talking about sex with 12 year olds, it's using different methods. There's this video that a college made about tea and offering people tea and it's really weird, but it really pushes the message of consent and not forcing people to do what they don't want to do.
It's also hard to figure out how we want to approach certain grades or approach people in general in ways that don't make their parents uncomfortable if their parents have an issue with talking about sexual assault and consent in classes.
Fargana: To add on, some parents don't have a lot of knowledge on sexual assault or how to to keep safe, or they feel uncomfortable talking about it. For us to teach kids at a young age about safe sex and just making sure everyone's using protection, what no means if someone is saying no to sexual intercourse. It's very important for us, and also since we are young teens, it'll be easier to talk to students because we're in the same generation in a way. We would just be considered like their older sister, we'll have that bond if they ever need something, we can help them out.
Are you learning about how to communicate with your representatives directly? How can you make sure your voice is heard outside of the classroom?
Javeria: We haven't gotten to that point yet. We're trying to figure out what part of the issues are we focusing on, what are the factors that are leading to such issues, and once we have those down, then we can go and be like this is what's wrong with our system, and this is what we have to fix. Once we get that correctly done, then we'll be approaching them, but we haven't learned how to do that yet.
Morgan: It's hard because sex ed is like - a lot of parents don't want their kids learning about that and it's not just girls, it's boys that have to learn about it, too. It's kind of hard knowing exactly what we want them to do because it's often a societal thing. It's hard for them to say, oh we want a rule against this. You have to make something specific.
Do you guys feel empowered by the class?
LaShay: Yes, I was just talking to a friend about it today because I think a lot of times we sit in our class, and especially going to TWYLS, we talk about this stuff, like since freshman year we've been talking about this stuff, and it's such a big issue and we always talk about it, but we never talk about what we're going to do about it. And I think sometimes when you're just in your little city, you think this is huge and this is happening in the government and I can't do anything about it.
I think one thing that I've definitely realized in the class is you can do something.
Even if you're starting small, it's a ripple effect. I think that's what the class has really done for me. I can do stuff, even if it's really small, it's important.
Javeria: People talk a lot and they don't do anything about it. We have a social justice club and I feel like that has empowered us in general and then having Generation Citizen - being able to take action now, instead of just talking about it. What should we do? I feel like it's a wonderful opportunity for us to have.
Fargana: In addition, compared to other schools, TYWLS really prepares you. We're really thankful to be offered Generation Citizen because in other schools, again, they would talk about it - or not even, the topic wouldn't even come up in their conversations - it would just be ignored rather than at least being talked about it and seeing different ways how we can help. For us to talk about it and see how we can fight as young teens, it really impacts us.
Can you tell us more about the social justice club?
Javeria: The social justice club is led by Jessica Taylor, our 10th grade global history teacher. In that club, anyone - I think it's mostly high schoolers - can come in the beginning of the year, we focus on an issue and advocate for the issue we think is affecting our community right now. We're in 10th grade and we raised some funds for the Syrian refugees, that was around $500 by doing food sales. It's just the little things we're doing. We're seeing what current issues are affecting the people around us. It's giving back and even though our school doesn't have that much, we're trying to take initiative.
Fargana: We donated a bunch of toiletries to a women's shelter as well. Every year we would do something - I think of it as a main project and then a mini project. So the mini things are some local things - like donate toiletries, donate money, and then our main project is what all of us are mainly focused on and how we can help.
That's amazing. Have you guys learned about civics anywhere other than Generation Citizen?
Morgan: I think some of us learn it at home, but in school, other than government or AP US History, not a lot. I think as a whole, they always push us to change something or if you feel something, talk about it, try to change it so not directly, but I think that we all get encouraged throughout our years of being here to try to change something.
We always give stuff even if we don't have it, we're always just trying - we're always taught say something, do something, don't just watch.
Javeria: Our government class is coming senior year, it's important, but other than that we're not used to having that - what policies are, how they're made. It's senior year and Generation Citizen. For me, even if we're in AP Government, you're getting that in senior year which is a little late, but.
We're teaching our kids too late and Generation Citizen is going to help us. It'll end that battle a little earlier.
How early do you think civics should start?
Javeria: I feel like middle school. They're going into that 9th grade year where they're like we're going to be like high school, and they're already empowered so you might as well give them another boost.
Fargana: Yeah, it would really impact a person if you're starting in middle school. It would be perfect to teach them about the government issues and who's your local representative, what does it mean? Then when you're in high school, as the years go by, you'll have more knowledge. Each grade, we can all come together and create a bond within us and be able to go out and do something. For seniors, since we're capable of doing it, we can continue it in college and teach others that really didn't have this opportunity when we were in high school.
Are any of you about to be 18?
Yes, yes.
Are you planning on voting?
Javeria: Yes! I was going to say that. Us turning 18 - I feel like this is encouraging me at least to vote. That's one of the ways my voice can be heard, so why not? I feel like that's part of the issue. We need to tell them - yeah, voting may seem like your voice is not heard at all, but we're the people and you're one person so we need all the people to make that voice be heard, so vote, please.
Are you excited to vote?
Javeria: Yes, I'm really excited. I've been waiting. I've been waiting to turn 18 so I can vote.
LaShay: I think it's so funny that she's acting like that because my parents don't vote and it's really weird. I'm always like why don't you vote? "Well it's not gonna matter." I'm really glad I took this class because you're influenced by your political socialization - you're influenced by the people that you're around, and you inherit these ideas and you're kind of conditioned to believe this one thing and I think before I came to TYWLS, I kind of did have that mindset of well, I can't make a change, I'm one person. I'm so excited to vote now and it's so weird because before I didn't think it would matter.
Fargana: I don't turn 18 until another year, my parents are immigrants - they're both US citizens - so it's for them, the only main election they worry about is presidential because that's the big one, but I feel like now that I have more knowledge on this, I'm literally waking my mom up early so she can come with me to go vote. Well, for her to vote, I'm just gonna be there making sure she's there.
Morgan: I'm the exact opposite. It's weird because my mom has always been - my mom is the kind of person, even if she doesn't like anybody on the ballot, she'll still vote. She's always told me to pay attention to what's going on and vote. And I was always just like, I don't really care, but I think Generation Citizen has made me really want to do something now because every single thing counts. I kind of wish, like a lot of things, that we would've learned it in middle school.
I think the problem is we underestimate young people. They think they're not old enough to understand it. When a lot of times, the middle schoolers know more than you think they do. Like a lot more. And I think that they need to start encouraging them and teaching them because I feel like 11th graders and 12th graders, we're about to leave, there's no point. I feel like if I would've heard it in 8th grade, maybe I would want to vote more. I can change a lot more things than I thought I could have.
Never underestimate the youth.
interviews
New York City Housing Authority with Polina Bakhteiarov
by Polina Bakhteiarov
May 3, 2018
This interview with Polina Bakhteiarov, the Deputy Director for Real Estate Development at NYCHA [New York City Housing Authority], was conducted and condensed by frank news. It took place April 24, 2018, in New York City.
Can you tell us about yourself and how you found yourself at NYCHA?
I was born in Moscow, Russia, came to the States as a child and grew up in Massachusetts. I ended up going to MIT and doing a five year program where I did double undergraduate degrees in Urban Planning, City Planning and Civil Engineering, and then a master's in City Planning.
I came to MIT wanting to do bioengineering, having no idea what that was. My freshman year was the year after Katrina, and I was walking down the hallway at school one evening, and this flier caught my eye. It was a discussion about recovery and resilience in New Orleans post Katrina, hosted by a professor named J. Philip Thompson. I was like, wow! I had been interested in what happened, what was going on in New Orleans at the time and wanted to go down there, but my mother was like, “no, you're not going anywhere”, I was 17. So I went to this forum to see what it was all about.
Phil ended up being my adviser and longtime mentor. He just got elected Deputy Mayor for strategic policy initiatives across the street. So we're looking to partner in a new way at this new stage of the game.
Tell us about NHYCA.
New York City New York City Housing Authority, NYCHA, we call it the acronym, is a huge organization, about 10,000-11,000 employees. We're technically part of the city of New York government, but we're also federal, so we’re in this strange purgatory of being funded by the Feds, but then reliant on City Hall.
NYCHA is the largest residential landlord in North America. We have about 2,000-2,500 buildings, and about 2,500 acres of land that comprises around 320 developments of various sizes. Small developments can be a walk up, then the largest development is Queensbridge, which has 3,000-4,000 units and about 7,000 people who live there. The scale is vast. We also corner about 8 percent of the rental market in NYC. We have a lot of untapped power which is very interesting for me because my I'm starting to get into the area of public asset management, and public finance, and how we can better leverage our public assets to generate additional income. Not just within the NYCHA world, but in government in general.
It's really started to pique my interest, especially because of the federal conversation, for better or worse, around infrastructure. Regardless of the motives, and even the mechanics of that conversation, there is still a legitimate point around the fact that we don't leverage our public assets, bridges, roads, airports convention centers etc.
How you would like to leverage NYCHA's assests?
One of the ways we do it now is through our infill program. We have two programs. We have what we call "100 Percent Affordable Program", and then we have the, "NYCHA Next Generation Action Neighborhoods Program", or the "50/50" program. In both of those programs we identify underutilized or vacant land within our development campuses for a new construction project. On the 100 percent affordable side, we build a building and all the units are up to 165 percent AMI [area median income], so there's different levels of affordability there.
On the 50/50 side, same concept. Identify a plot of land that’s developable, and when we construct a building, 50 percent of the units are affordable, and 50 percent are market rate. We take the revenue from the deal and reinvest a portion into the development on which the new building has been constructed, and then the other portion goes to the highest need development. The ones in the worst conditions, and in need of investment in systems, grounds etc.
That's like putting our toe in the water. Taking the intrinsic value of our developments and figuring out how to extract that value, and then reinvest it back in.
In order to be truly able to put any type of dent into that huge number, that keeps on rising, we have to get creative.
Is the 50/50 housing model working?
We have not actually constructed the building yet. That was rolled out in 2015 under the Next Gen NYCHA strategic plan, which is a 10 year initiative. The mayor is very aggressive in his housing goals, and he wanted to pilot this new structure, and this new framework.
What were the main points of anger towards the 50/50 idea?
The biggest fear is gentrification. You're bringing folks who can afford a market rate apartment in some of the hottest neighborhoods in New York City (Upper East Side, Prospect Heights, Williamsburg, Lower East Side). So gentrification is the biggest issue. The fear of rising rents and displacement, although that still bleeds into the new construction side, because residents oftentimes see a new building as an indicator that change is coming and folks are going to be pushed out.
The other issue is the destruction with the construction. The destruction of folks daily lives and how the new building will impact the lay out of the development, the neighborhood, what these new folks coming to live there bring. The cultural implications. There are a lot of considerations we're working through with residents in that process.
We're trying to continue to expand our thinking. One of the areas that we are now exploring preliminarily is selling air rights because it would really, really change the game for us.
How does that work, and how do you go about getting that approved?
A couple of things. One is the federal process. We have to figure out if HUD will allow us to do this, because it is still a transaction. We've been talking with with HUD about how to do that. It seems like everyone is fairly excited about it. Residents like that strategy because there's no construction, it doesn't disturb their daily lives. Politically, I think that it could really be a win for both the legislative and executive branch because again, it's really a cash cow for NYCHA with a very minimal administrative burden.
Do you anticipate backlash with that program, because you would in essence be throwing an issue onto another person? The idea of changing the New York City Landscape, the idea of environmental impact? The buildings you sell to, exceeding what they should be exceeding.
The buyer of the rights would only be able to use them to the extent that the zoning for their parcel, or parcels, allows. They would still have to go through every process on the city and state level with regard to environmental review. Every other type of testing that needs to get done in order for them to pull their permit. They would not be able to bypass any of that.
Okay, got it.
I want to talk about what I do, which is on the preservation side of things.
Sure!
The purpose of our team is to structure public-private partnerships in order to preserve public housing in the long term. The main tool that we use is Rental Assistance Demonstration. It's an Obama administration initiative that began around 2011, and is really a way to open up new avenues of capital, coming into a development that's prohibited within the public housing framework.
What RAD allows us to do is switch the funding for public housing developments from public housing, what we call Section 9, to Section 8 housing choice vouchers.
What that allows us to do, is go to the markets and bring in additional capital for that development, which was previously prohibited from us.
Our program focuses, once we get that financing package, on three pillars. The first one is a very substantial rehabilitation of the development under the federal guidelines. We have to address the 20 year capital needs of that development. We also switched the management to a private property management company which allows for streamlined property management, and also allows residents to revisit the conversation around house rules, which is something that NYCHA used to enforce very strictly back in the day. Over the past couple of decades it's really deteriorated. A lot of residents, in the forms that I've engaged with them, complain that there are no standards for how these communities are supposed to function. The last piece is around social services delivery. With the conversion we also bring in an onsite social services provider to really increase the services that folks are receiving in the development, tailored to the needs of that particular community.
Where does this work fit in under the larger umbrella of “planning”?
The great thing about planning is that it can be defined in so many different ways. For me, I see us focused on the housing aspect of planning. We are definitely very implementation focused. We obviously rely on planning studies and analyses that are done by our colleagues at the Department of City Planning, housing preservation, and development, and even internally have folks that do planning oriented analyses. But we're really focused on the implementation. We're looking at how we choose the developments that go through the Section 8 conversions.
We do look at it from a planning lens. We're looking at neighborhood context. One of the things that I've been looking to to add to that particular planning process, for our preservation pipeline, is that particular piece. When we first started the pipeline planning for RAD, it was really based off of financial feasibility. What we were doing was taking developments that were in some local proximity to each other geographically, and figuring out how to make them work financially. Because we're bundling developments together, we're not doing one at a time in order to get efficiencies. That's a great baseline, but there are other factors that we have to take into account when we do this planning.
There's also the piece around political planning.
What is NYCHA’s ultimate goal?
Our ultimate goal is to dig ourselves out of the $17 billion hole. We've lost our identity as a landlord, because that's really what we are. We house 1 in 14 New Yorkers. We have about 400,000 people in public housing, an additional 200,000-250,000 via the Section 8 program. We really need to get back to that identity, of being a strong landlord.