In the Face of a Dangerous Community: The Effects of Social Support and Neighborhood Danger on High School Students' School Outcomes

Rosenfeld, Lawrence B.; Richman, Jack M.; Wynns, Scarlet L.

doi:10.1080/10417940600846045

Cited by 22 publications

(17 citation statements)

References 41 publications

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“…Neighborhoods represent the nature of interactions among individuals in a community-the community ethos-which constrains and facilitates the development and transmission of educational attitudes (Garner and Raudenbush 1991). Neighborhood crime, for instance, represents the indirect influence of community control and cohesion among neighborhood residents (Klonsky 1995;Sampson and Raudenbush 1997) and has been found to be related to academic outcomes such as grades and school satisfaction (Rosenfeld et al 2006).…”

Section: Educational Expectations Of Secondary Students In the Usmentioning

confidence: 99%

A multilevel model of educational expectations of secondary school students in the United States

Lowman

Elliott

2009

Soc Psychol Educ

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Using the Educational Longitudinal Survey of 2002, we investigate variation in factors that contribute to Asian, Black, Hispanic, and White students' educational expectations. Separate multilevel models demonstrate group variation in student and school-level influences. Academic and school factors explained the most variation in White students' expectations. School characteristics were least predictive of Black student expectations. For Hispanic students, the overall influence of family socioeconomic status (SES) was explained by school level SES. These results support research on student-level predictors of expectations and present new evidence of school-level predictors. The impact of academic track perceptions on expectations is established, as are the effects of certain experiences and school contexts, especially sports participation and Catholic/private school attendance. A model comparing all four groups supported the separate group models and also revealed that student-level factors have a weaker influence on Asians and high crime neighborhoods inflate the expectations of Hispanics but not similarly situated Black students.

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Section: Educational Expectations Of Secondary Students In the Usmentioning

confidence: 99%

A multilevel model of educational expectations of secondary school students in the United States

Lowman

Elliott

2009

Soc Psychol Educ

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“…Individualized meetings may thus have been instrumental in reducing youth problem behavior by increasing student attachment to school. Others have also reported that mentoring and social support have a direct effect on enhancing school attendance and related variables, such as satisfaction and grades (Grossman, Chan, Schwartz, & Rhodes, 2011; Reid, 2012; Rosenfeld, Richman, Bowen, & Wynns, ). Reductions in externalizing behaviors of youth in the present study may have been due to TDP components that fostered school attachment, such as private tutoring or individualized meetings with the judge, although this remains speculative.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a Truancy Diversion Program at Nine at-Risk Middle Schools

et al. 2014

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Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated into schools to reduce stigma and transportation burdens on families. The present study involved an evaluation of a truancy diversion program in nine at‐risk middle schools in an ethnically diverse sample. Graduates from the program demonstrated significant declines in internalizing and externalizing behavior problems. In addition, participants and their parents expressed high levels of perceived improvement in academic performance. Academic tutoring was found to differentiate program graduates from nongraduates. Results are preliminary but discussed within the context of the role of school attachment in truancy diversion programs.

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“…In addition to the evidence of the deleterious effects of community violence on youths' social and psychological adjustment (e.g., Cooley-Strickland et al 2009;Li et al 1998;Rosenthal and Wilson 2008), community violence is a major academic risk factor among adolescents. Research links experiencing community violence to more academic disengagement, lower scores on cognitive and achievement measures, lower grades, less school satisfaction, and lower school attendance among adolescent populations (e.g., Bowen and Bowen 1999;Henrich et al 2004;Rosenfeld et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors

2011

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This study conceptualized individual-level cultural-ecological factors (racial identity and religious coping) as adolescent assets that would promote achievement motivation and reduce negative associations between community violence exposure and motivation. Our examination of African American adolescents (N = 380) from urban contexts indicated a negative association between community violence exposure and motivation beliefs (academic selfefficacy and academic importance). Accounting for socioeconomic factors and parental support, higher racial pride (private regard), and higher use of religion to cope with difficult times predicted higher motivation beliefs. Religious coping reduced the negative association of violence exposure with motivation beliefs. Among boys, however, there was a stronger, negative relationship between community violence and academic self-efficacy for those higher in private regard. Boys reporting higher private regard had more positive motivation beliefs when experiencing lower community violence. Results suggest cultural-ecological factors can support academic motivation but also may not fully protect youth exposed to high ecological risk.

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In the Face of a Dangerous Community: The Effects of Social Support and Neighborhood Danger on High School Students' School Outcomes

Cited by 22 publications

References 41 publications

A multilevel model of educational expectations of secondary school students in the United States

A multilevel model of educational expectations of secondary school students in the United States

Evaluation of a Truancy Diversion Program at Nine at-Risk Middle Schools

Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors

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