Coming and going: Explaining the effects of residential and school mobility on adolescent delinquency

Gasper, Joseph; DeLuca, Stefanie; Estacion, Angela

doi:10.1016/j.ssresearch.2009.08.009

Cited by 126 publications

(156 citation statements)

References 63 publications

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“…In particular, the in-school suspension rate (14.65%) and out-of-school suspension rate (23.14%) were highest among students who changed schools more than four times, compared with those who did not (their rates were 7.27% and 9.49%, respectively). Similarly, more delinquent behaviors (e.g., theft and vandalism) and substance use were found among mobile adolescents than nonmobile adolescents (Gasper at al., 2009).…”

Section: School Mobility and Students' Problem Behaviorsmentioning

confidence: 91%

“…Recent studies indicate that African American students changed schools more frequently than any other racial groups (Burkam et al, 2009;de la Torre & Gwynne, 2009a;Gasper at al., 2009). In Massachusetts, more than 101,000 students changed schools at least once during the 2008-2009 school year; 53.1 percent of the mobile students were from lowincome families, 24.1 percent were students with disabilities, and 16 percent were LEP students (O'Donnell & Gazos, 2010).…”

Section: Literature Review School Mobility: Prevalence and Patternsmentioning

confidence: 99%

“…Few studies are currently available estimating the effects on both outcomes. School change is challenging because students need to adjust to new environments that impact their lives in multiple ways, including social, emotional, and cognitive aspects (Gasper et al, 2009). Considering the multiple effects of school mobility, this study examined how school mobility was associated with students' aspiration, achievement, and behavior.…”

Section: Current Studymentioning

confidence: 99%

“…For example, school mobility may decrease achievement (Burkam, Lee, & Dwyer, 2009;Gruman, Harachi, Abbott, Catalano, & Fleming, 2008;Reynolds, Chen, & Herbers, 2009), increase the risk of dropping out of school (Gasper, DeLuca, & Estacion, 2012;South, Haynie, & Bose, 2007; U.S. Government Accountability Office, 2010), and cause students' problem behaviors (Ellickson & McGuigan, 2000;Engec, 2006;Gasper, DeLuca, & Estacion, 2009).…”

Section: Introductionmentioning

confidence: 99%

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School Mobility and Students’ Academic and Behavioral Outcomes

Han

2014

IJEPL

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Abstract:The study examined estimated effects of school mobility on students' academic and behaviouiral outcomes. Based on data for 2,560 public schools from the School Survey on Crime and Safety (SSOCS) 2007-2008, the findings indicate that high schools, urban schools, and schools serving a total student population of more than 50 percent minority students tend to have more school mobility than their counterparts. After controlling for safety initiatives, violence, and school background characteristics, school mobility is negatively associated with principals' perceptions of students' levels of aspiration and school achievement but positively associated with principals' perceptions of students' insubordination. The study offers policy implications for school administrators.

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Section: School Mobility and Students' Problem Behaviorsmentioning

confidence: 91%

Section: Literature Review School Mobility: Prevalence and Patternsmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School Mobility and Students’ Academic and Behavioral Outcomes

Han

2014

IJEPL

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“…For example, Dong and colleagues (2005) reported that adverse childhood experiences, such as childhood abuse, are associated with residential mobility and explain the effect of frequent moving on health risks. Controlling for selection is therefore important for determining the effects of residential mobility, since mobile and non-mobile families differ in many ways (Gasper, DeLuca, and Estacion 2010). This is particularly important because some studies find that mobility exerts an independent influence on child well-being (Pribesh and Downey 1999) that cannot be examined without properly controlling for selection bias.…”

Section: Introductionmentioning

confidence: 99%

Residential mobility in early childhood

Lawrence¹,

Root²,

Mollborn³

2015

DemRes

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BACKGROUNDUnderstanding residential mobility in early childhood is important for contextualizing influences on child health and well-being. OBJECTIVEThis study describes individual, household, and neighborhood characteristics associated with residential mobility for children aged 0−5. METHODSWe examined longitudinal data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative sample of children born in 2001. Frequencies described the prevalence of characteristics for four waves of data and adjusted Wald tests compared means. RESULTSMoving was common for these families with young children, as nearly three-quarters of children moved at least once. Movers transitioned to neighborhoods with residents of higher socioeconomic status but experienced no improved household socioeconomic position relative to non-movers. CONCLUSIONBoth the high prevalence and unique implications of early childhood residential mobility suggest the need for further research.

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Advances in Prevention Science: A Developmental Psychopathology Perspective

Toth¹,

Petrenko²,

Gravener-Davis³

et al. 2016

Developmental Psychopathology

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We utilize a perspective derived from developmental psychopathology to guide our discussion of advances that have been made in the field of prevention science over the last decade. After addressing definitional perspectives on prevention, we review programmatic preventive initiatives that are consistent with the goals of a developmental psychopathology perspective. We then direct our attention to conceptual and methodological considerations in the field of prevention science, paying particular attention to the incorporation of multilevel investigations into randomized controlled trials. In the penultimate section of this chapter, we discuss the importance of translational research and of dissemination efforts. We conclude by preferring recommendations for future directions for prevention science in the decades ahead.

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Coming and going: Explaining the effects of residential and school mobility on adolescent delinquency

Cited by 126 publications

References 63 publications

School Mobility and Students’ Academic and Behavioral Outcomes

School Mobility and Students’ Academic and Behavioral Outcomes

Residential mobility in early childhood

Advances in Prevention Science: A Developmental Psychopathology Perspective

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