What can a project-based thesis teach you beyond the classroom? For IHS alumna Beatrice, it meant travelling to Nairobi to work directly with communities, explore flood resilience in informal settlements, and learn from women leading change in their neighbourhoods. Her research highlights how immersive, on-site learning can deepen understanding, challenge assumptions, and prepare students for real-world urban challenges.
Meet Beatrice Garrovillas
Beatrice is an urban planner from Canada who lived in four countries before pursuing her master's degree at IHS. Graduating last year, she brought with her a wealth of international experience that shaped her understanding of cities and strengthened her view that housing is about more than just providing shelter.
Can you tell us more about your thesis topic?
My interest in housing justice grew through volunteering with Better Tent City in Kitchener, Ontario, and working as a public policy planner. They ultimately inspired my thesis research titled, Anchored in Place: Exploring the Influence of Place Attachment on Flood Preparedness among Female-Headed Households in Mathare, Nairobi.
Using qualitative methods, I examined how female-headed households in Mathare, one of Nairobi’s largest informal settlement, respond to flooding and how women’s connections to their homes and communities shape flood preparedness decisions. My research highlights the importance of place attachment and shows that community networks, particularly women’s savings groups (‘chamas’), play a vital role in helping people cope with flood risk. Overall, the findings show that flood preparedness is shaped not only by physical risk, but also by social relationships, caregiving responsibilities, trust in institutions, and emotional attachment to place.
Why did you choose to do a project-based thesis?
I wanted to step outside my usual environment and learn directly from a community whose experiences differed from my own. I was particularly interested in female-headed households, as women often carry significant responsibilities during crises while remaining underrepresented in decision-making. In Mathare, I found many women serving not only as caregivers but also as community leaders, advocates, and sources of support.
"Through my thesis, I aimed to highlight both the challenges they face and the vital role they play in building resilience, making this one of the most meaningful experiences of my time at IHS."
What was the most memorable part of your project?
The most memorable part of my thesis was meeting and learning from the women who participated in my research. More than the data itself, I will remember their stories, generosity, and resilience. Despite facing financial insecurity, inadequate housing, and ongoing risks from disasters and political instability, they demonstrated remarkable determination and resourcefulness. I was especially inspired by the strong networks of care and mutual support they built to help one another through difficult times.
The women I met possessed a deep understanding of flooding, housing insecurity, community dynamics, and their strength in numbers, because they had spent years navigating these challenges. It not only showed me that vulnerability and strength can co-exist simultaneously but also highlighted the importance of recognising the agency and the contributions those who are frequently marginalised in planning and formal policy discussions can make. They taught me that meaningful urban planning begins with listening, and that the people closest to the challenges often have the deepest understanding of what solutions are needed. That is a lesson I will carry with me in my professional career.
Often, the experiences that challenge us most are the ones that transform us the most.
What advice would you give future students considering a project-based thesis?
"My biggest advice to future IHS students is to get comfortable with being uncomfortable."
A project-based thesis can take you beyond the classroom into unfamiliar communities and perspectives, where some of the most valuable learning happens. My time in Nairobi taught me that growth comes from taking risks and that we must approach research with curiosity, humility, and a willingness to learn from the people whose experiences we seek to understand
