Depression in the aftermath of eviction : A one-year follow-up study of a disruptive housing life event

Eviction from housing is an institutionalized social process affecting millions in the western world, but very little is understood about its impact on people’s lives. Guided by George Brown and Tirril Harris’s landmark sociological research on disruptive life events, together with evidence that home is an important ‘place’, this study aims to contribute to an understanding of eviction’s fallout by considering depression as a potential outcome. Taking advantage of unique data on all evictions in Sweden and linking to longitudinal registers, this study seeks to determine whether working-age adults facing imminent eviction in 2009 had a greater risk of depression in the following year compared, using penalized maximum likelihood logistic regressions, to a control group randomly drawn from the Swedish population. Results indicate that imminent eviction is significantly associated with subsequent depression, even accounting for a range of social, economic, geographic and behavioral characteristics. Contrary to expectations, the findings are not robust for gender differences. Recent mental illness is the only control variable significantly moderating the association of interest, which remains significant regardless of illness history. The results provide grounds for treating eviction as a disruptive life event in its own right.

Education and Development : A spatial-econometric approach on spatial change and permanence in southern Brazil

The Brazilian state of Paraná exhibits a violent geography of inequality and duality, hosting both the most developed city in the country, internationally recognized by its urban and environmental innovations, and southern Brazil’s most concentrated cluster of poverty and underdevelopment. Over the course of the past decades, the state underwent a major economic transformation, modernizing and increasing its industrial structure and shifting to the service sector with a larger participation of the knowledge economy. This study is concerned on the interplay between formal education and socioeconomic development during this process, and above all its spatial character. It attempts make sense of the rich literature on education and growth and/or development, discussing it through the lenses of human geography and planning. In order for the analysis to be possible, this study created a consistent database of municipal scores of education over the course of 40 years, dealing with changing census methodologies and municipal boundaries. Making use of modern exploratory spatial data analysis combined with spatial regressions, the study identifies a clustered, time-persistent interplay between education and development that is stronger for low and basic levels of education. Moreover, it provides evidence that not only education is a predictor of future development, but also that analyses of this kind must take into consideration spatial autocorrelation in order to be accurate.