Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom

Lacoe, Johanna

doi:10.1177/0042085916674059

Cited by 44 publications

(51 citation statements)

References 61 publications

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“…Three separate studies have used child-, family-, or neighborhood-fixed effects to estimate how changes in exposure to community violence are associated with child behavior or performance in school. Lacoe (2016) drew on a data set that tracks public school students in New York City over successive academic years and utilized both student-and classroom-fixed effects to identify how feelings of safety in school are linked with academic achievement. In student-fixed effects models, Lacoe found that in years when students reported feeling unsafe in school their performance on standardized achievement tests declined.…”

Section: Identifying the Impact Of Exposure To Violent Environmentsmentioning

confidence: 99%

The Long Reach of Violence: A Broader Perspective on Data, Theory, and Evidence on the Prevalence and Consequences of Exposure to Violence

Sharkey

2018

Annu. Rev. Criminol.

101

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In this review, I argue for a broader perspective on exposure to violence, one that extends beyond victimization and direct witnessing of violence to consider exposure to violent situations and violent residential environments. The first part of the review focuses on the measurement of exposure to violence. I review national estimates of prevalence and trends in victimization and direct exposure to violence and describe novel forms of data measuring violent situations and violent environments. The second part of the article reviews theory and evidence on the consequences of exposure to violence. I discuss the theoretical and methodological problem of selection into violent situations and environments and describe several studies that directly address each problem through theory, data collection, and research design. I conclude with a call for a broader conceptualization of exposure to violence, and an expanded, more creative set of methods to measure and identify the long reach of violence.

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Section: Identifying the Impact Of Exposure To Violent Environmentsmentioning

confidence: 99%

The Long Reach of Violence: A Broader Perspective on Data, Theory, and Evidence on the Prevalence and Consequences of Exposure to Violence

Sharkey

2018

Annu. Rev. Criminol.

101

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“…The evidence suggests that four primary dimensions of school climate are likely to influence student performance: school-based violence and disorder, school safety, school discipline, and sense of community within the school. Specifically, in New York City, feeling unsafe at school decreases the academic achievement of middle school students, and the largest effects are found in schools with the most school-based violence (Lacoe 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

School Climate and the Impact of Neighborhood Crime on Test Scores

Laurito

Lacoe

Schwartz

et al. 2019

RSF: The Russell Sage Foundation Journal of the Social Sciences

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Does school climate ameliorate or exacerbate the impact of neighborhood violent crime on test scores? Using administrative data from the New York City Department of Education and the New York City Police Department, we find that exposure to violence in the residential neighborhood and an unsafe climate at school lead to substantial test score losses in English language arts (ELA). Middle school students exposed to neighborhood violent crime before the ELA exam who attend schools perceived to be less safe or to have a weak sense of community score 0.06 and 0.03 standard deviations lower, respectively. We find the largest negative effects for boys and Hispanic students in the least safe schools, and no effect of neighborhood crime for students attending schools with better climates.

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“…Research on care shows it is highly correlated with educational, emotional, and physical development (whether in school, family, health, etc.) [48,49]. Given these correlations, it is convenient for educational policy and investment (i.e., the state and capital) to define care as an attribute some teachers have and others do not.…”

Section: "Girls Like Me": Structural Determinants Of Meaningful Intermentioning

confidence: 99%

“College Material” Structural Care at a New York City Transfer School

Borck

2018

Societies

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Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers' ability to demonstrate care for their students, and students' ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and marginalization.

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Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom

Cited by 44 publications

References 61 publications

The Long Reach of Violence: A Broader Perspective on Data, Theory, and Evidence on the Prevalence and Consequences of Exposure to Violence

The Long Reach of Violence: A Broader Perspective on Data, Theory, and Evidence on the Prevalence and Consequences of Exposure to Violence

School Climate and the Impact of Neighborhood Crime on Test Scores

“College Material” Structural Care at a New York City Transfer School

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