Pockets of Peace: A mixed methods, exploratory study of neighborhoods resilient to juvenile violence

Leech, Tamara G.J.; Adams, Elizabeth Troutman

doi:10.1002/jcop.22915

Cited by 3 publications

(3 citation statements)

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“…This research influences our understanding of how youth conceptualize neighborhood differences, while supporting future researchers in considering other ways of understanding neighborhood (e.g., various mapping techniques). Leech and Adams (2023) used MMR to explore areas of relative disadvantage that have particularly low levels of crime, with the neighborhood itself being the unit of study. The authors critiqued the way previous research only compares areas of advantage and disadvantage.…”

Section: Mixed Methods Potential For Advancing the Aims Of Cpmentioning

confidence: 99%

Mixed methods in community psychology: A values‐forward synthesis

Javdani,

Larsen,

Allen

et al. 2023

American J of Comm Psychol

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Mixed methods research (MMR) combines multiple traditions, methods, and worldviews to enrich research design and interpretation of data. In this virtual special issue, we highlight the use of MMR within the field of community psychology. The first MMR studies appeared in flagship community psychology journals over 30 years ago (in 1991). To explore the uses of MMR in the field, we first review existing literature by identifying all papers appearing in either Journal of Community Psychology or American Journal of Community Psychology in which the word “mixed” appeared. A total of 88 publications were identified. Many of these papers illustrate the pragmatic use of MMR to evaluate programs and to answer different research questions using different methods. We coded articles based on Green et al.'s classifications of the purpose of the mixing: triangulation, development, complementarity, expansion, and initiation. Complementarity was the most frequently used purpose (46.6% of articles), and nearly a quarter of articles mixed for multiple purposes (23.86%). We also coded for any community psychology values advanced by the use of mixed methods. We outline three themes here with corresponding exemplars. These articles illustrate how MMR can highlight ecological analysis and reconsider dominant, individual‐level paradigms; center participant and community member experiences; and unpack paradoxes to increase the usefulness of research findings.

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Section: Mixed Methods Potential For Advancing the Aims Of Cpmentioning

confidence: 99%

Mixed methods in community psychology: A values‐forward synthesis

Javdani,

Larsen,

Allen

et al. 2023

American J of Comm Psychol

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“…Exemplar 2: Neighborhood Roving Provides Mixed Methods Data to Describe a Range of Mainstream and Cultural-Developmental Features of Neighborhood and Extra-Neighborhood Environments in Youths' Activity Spaces Exemplar 2, from Leech (Leech & Adams, 2022), highlights a mixed methods approach to studying youth in the context of their activity spaces, one that actively incorporates Tuck, (2009) call for desire-based research (see Chapter I). Leech developed neighborhood roving as a thin-slice method to be used in mixed-method studies of neighborhoods and activity spaces as part of a larger study exploring neighborhoods in Indianapolis, IN that are resilient to adolescent violence.…”

Section: The Study Of Youth Development In Context: Methodological An...mentioning

confidence: 99%

“…Areas of concentrated disadvantage (including elevated levels of the percent of residents in poverty, unemployed, single parent, non-White, and receiving public assistance) that experience low rates of adolescent violence (Leech & Adams, 2022) Processes Generally, social processes involve "an integrated constellation of community practices, a dynamic system composed of organized and causally connected practices, meanings, behaviors, and mental processes that are constantly renegotiated by the community and its members" (Causadias, 2013(Causadias, , p. 1377Rogoff, 2003). Social processes can happen at the level of the individual interacting with individuals, objects, and symbols in their immediate environment (see proximal processes).…”

Section: Pockets Of Peacementioning

confidence: 99%

Place‐Based Developmental Research: Conceptual and Methodological Advances in Studying Youth Development in Context

Witherspoon,

White,

Bámaca

et al. 2023

Monographs Society Res Child

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Scientists have, for some time, recognized that development unfolds in numerous settings, including families, schools, neighborhoods, and organized and unorganized activity settings. Since the turn of the 20th century, the body of mainstream neighborhood effects scholarship draws heavily from the early 20th century Chicago School of Sociology frameworks and have been situating development in neighborhood contexts and working to identify the structures and processes via which neighborhoods matter for a range of developmental outcomes, especially achievement, behavioral and emotional problems, and sexual activity. From this body of work, two new areas of developmental scholarship are emerging. Both areas are promising for advancing an understanding of child development in context. First, cultural‐developmental neighborhood researchers are advancing neighborhood effects research that explicitly recognizes the ways that racial, ethnic, cultural, and immigrant social positions matter for neighborhood environments and for youths' developmental demands, affordances, experiences, and competencies. This body of work substantially expands the range of developmental outcomes examined in neighborhood effects scholarship to recognize normative physical, emotional, cognitive, behavioral, social, and cultural competencies that have largely been overlooked in neighborhood effects scholarship that espoused a more color‐blind developmental approach. Second, activity space neighborhood researchers are recognizing that residential neighborhoods have important implications for broader activity spaces—or the set of locations and settings to which youth are regularly exposed, including, for example, schools, work, organized activities, and hang‐outs. They are using newer technologies and geographic frameworks to assess exposure to residential neighborhood and extra‐neighborhood environments. These perspectives recognize that time (i.e., from microtime to mesotime) and place are critically bound and that exposures can be operationalized at numerous levels of the ecological system (i.e., from microsystems to macrosystems). These frameworks address important limitations of prior development in context scholarship by addressing selection and exposure. Addressing selection involves recognizing that families have some degree of choice when selecting into settings and variables that predict families' choices (e.g., income) also predict development. Considering exposure involves recognizing that different participants or residents experience different amounts of shared and nonshared exposures, resulting in both under‐and over‐estimation of contextual effects. Activity space scholars incorporate exposure to the residential neighborhood environments, but also to other locations and settings to which youth are regularly exposed, like schools, after‐school settings, work, and hang‐outs. Unfortunately, the cultural‐development and activity space streams, which have both emerged from early 20th century work on neighborhood effects on development, have been advancing largely independently. Thus, the overarching aim of this monograph is to integrate scholarship on residential neighborhoods, cultural development, and activity spaces to advance a framework that can support a better understanding of development in context for diverse groups. In Chapters I and II we present the historical context of the three streams of theoretical, conceptual, and methodological research. We also advance a comprehensive cultural‐developmental activity space framework for studying development in context among children, youth, and families that are ethnically, racially, and culturally heterogeneous. This framework actively recognized diversity in ethnic, racial, immigrant, and socioeconomic social positions. In Chapters III–V we advance specific features of the framework, focusing on: (1) the different levels of nested and nonnested ecological systems that can be captured and operationalized with activity space methods, (2) the different dimensions of time and exposures or experiences that can be captured and operationalized by activity space methods, and (3) the importance of settings structures and social processes for identifying underlying mechanisms of contextual effects on development. Structures are setting features related to the composition and spatial arrangement of people and institutions (e.g., socioeconomic disadvantage, ethnic/racial compositions). Social processes represent the collective social dynamics that take place in settings, like social interactions, group activities, experiences with local institutions, mechanisms of social control, or shared beliefs. In Chapter VI, we highlight a range of methodological and empirical exemplars from the United States that are informed by our comprehensive cultural‐developmental activity space framework. These exemplars feature both quantitative and qualitative methods, including method mixing. These exemplars feature both quantitative and qualitative methods, including method mixing. The exemplars also highlight the application of the framework across four different samples from populations that vary in terms of race, ethnicity, gender, age, socioeconomic status (SES), geographic region, and urbanicity. They capture activity space characteristics and features in a variety of ways, in addition to incorporating family shared and nonshared activity space exposures. Finally, in Chapter VII we summarize the contributions of the framework for advancing a more comprehensive science of development in context, one that better realizes major developmental theories emphasizing persons, processes, contexts, and time. Additionally, we offer a place‐based, culturally informed developmental research agenda to meet the needs of an increasingly diverse population.

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Leveraging Experience Sampling/Ecological Momentary Assessment for Sociological Investigations of Everyday Life

Browning,

Pinchak,

Calder

et al. 2024

Annual Review of Sociology

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Experience sampling (ES)—also referred to as ecological momentary assessment (EMA)—is a data collection method that involves asking study participants to report on their thoughts, feelings, behaviors, activities, and environments in (or near) real time. ES/EMA is typically administered using an intensive longitudinal design (repeated assessments within and across days). Although use of ES/EMA is widespread in psychology and health sciences, uptake of the method among sociologists has been limited. We argue that ES/EMA offers key advantages for the investigation of sociologically relevant phenomena, particularly in light of recent disciplinary emphasis on investigating the everyday mechanisms through which social structures and micro (individual and relational) processes are mutually constitutive. We describe extant and potential research applications illustrating the advantages of ES/EMA regarding enhanced validity, illuminating micro-temporal processes, and the potential for linkage with spatially and temporally referenced data sources. We also consider methodological challenges facing sociological research using ES/EMA.

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Pockets of Peace: A mixed methods, exploratory study of neighborhoods resilient to juvenile violence

Cited by 3 publications

References 43 publications

Mixed methods in community psychology: A values‐forward synthesis

Mixed methods in community psychology: A values‐forward synthesis

Place‐Based Developmental Research: Conceptual and Methodological Advances in Studying Youth Development in Context

Leveraging Experience Sampling/Ecological Momentary Assessment for Sociological Investigations of Everyday Life

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