This article examines the theoretical foundations upon which the rationale for mixed-income development as a strategy to confront urban poverty is built. The authors focus on four propositions that draw from theories on social networks, social control, culture and behavior, and the political economy of place. They assess available evidence about the relative importance of the four theoretical propositions. They conclude that the most compelling propositions are those that suggest that some low-income residents may benefit from a higher quality of life through greater informal social control and access to higher quality services. They find less evidence that socioeconomic outcomes for low-income residents may be improved through social interaction, network building, and role modeling.

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Public policies supporting market‐oriented strategies to develop mixed‐income communities have become ascendant in the United States and a number of other countries around the world. Although framed as addressing both market goals of revitalization and social goals of poverty deconcentration and inclusion, these efforts at ‘positive gentrification’ also generate a set of fundamental tensions — between integration and exclusion, use value and exchange value, appropriation and control, poverty and development — that play out in particular concrete ways on the ground. Drawing on social control theory and the ‘right to the city’ framework of Henri Lefebvre, this article interrogates these tensions as they become manifest in three mixed‐income communities being developed to replace public housing complexes in Chicago, focusing particularly on responses to competing expectations regarding the use of space and appropriate normative behavior, and to the negotiation of these expectations in thecontext of arguments about safety, order, what constitutes ‘public’ space, and the nature and extent of rights to use that space in daily life. Résumé Les politiques publiques favorables aux stratégies de marché pour constituer des communautés à revenus mixtes se propagent aux États‐Unis et dans plusieurs autres pays du monde. Conçues pour répondre à la fois à des objectifs de revitalisation associés au marché et à des objectifs sociaux de déconcentration de la pauvreté et d’inclusion, ces projets de ‘gentrification positive’ génèrent toutefois en ensemble de tensions élémentaires qui s’exercent concrètement sur le terrain (entre intégration et exclusion, valeur d’usage et valeur d’échange, appropriation et contrôle, pauvreté et développement). S’appuyant sur la théorie de la régulation sociale et sur le cadre du ‘droit à la ville’ d’Henri Lefebvre, l’article revient sur les tensions manifestées dans trois communautés à revenus mixtes de Chicago issues du réaménagement de complexes de logements sociaux. Il s’intéresse notamment aux réactions face aux attentes concurrentes quant à l’utilisation de l’espace et à un comportement normatif approprié, et face à la négociation de ces attentes dans un contexte antagoniste sur la sécurité, sur l’ordre, sur ce qui constitue l’espace ‘public’ ainsi que sur la nature et la portée des droits d’utilisation de cet espace au quotidien.

Service learning has become a very popular pedagogical approach for enhancing student learning at institutions of higher education across the United Statesby involving students in community service as a part of their educational experience. However, despite the vast number of service-learning efforts at universities across the nation, there is often little attention to the intended and actual results of the service learning. A growing body of literature calls for more attention to the impacts of service-learning efforts. Some service-learning experiences may actually reinforce negative or counterproductive attitudes among students. Many efforts fall short of maximizing the potential social change impact of the service and learning activity. We review and compare some of the various ways that service learning impacts has been discussed and measured in the literature. We propose that intentionally aiming for impact at three levels-on students, on the academic institution, and on the community-may be the key to making the most of any service-learning project. We further describe and draw lessons from a pilot project that build toward greater service-learning impact at our school of social work.

Public housing residents have long experienced stigma as members of an urban “underclass.” One policy response is the creation of mixed‐income developments; by deconcentrating poverty and integrating residents into communities in which their residences are indistinguishable from neighbors, such efforts might reduce stigma associated with residency in traditional public housing. Through in‐depth interviews with 35 relocated public housing residents and 184 field observations at three mixed‐income developments in Chicago, we find this is not the case. Stigma associated with living in public housing is ameliorated, yet residents report that their experience of stigma has intensified in other ways. The negative response of higher‐income residents, along with stringent screening and rule enforcement, amplifies the sense of difference many residents feel in these contexts. We demonstrate that this new form of stigma has generated a range of coping responses as relocated public housing residents seek to maintain eligibility while buttressing their social identity.