Profile of Robert J. Sampson

Marino, Melissa

doi:10.1073/pnas.0711294105

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Studies using instrumental variable estimation, a procedure used to produce neighborhood effects estimates that are purged of any spurious correlation with unknown characteristics, have found that ordinary least squares estimates in comparison are not artificially inflated (Duncan, Connell, & Klebanov, 1997;Foster & McLanahan, 1996). Recent studies have used counterfactual modeling to account for families' selection into neighborhoods; they find that selection effects would have to be unusually strong in order to suggest a biased neighborhood estimate (Harding, 2003) and that having previously lived in a poor neighborhood accounts for as much as a year's difference in schooling in children's verbal ability (Sampson, Sharkey, & Raudenbush, 2008). Hence, the results of this review could suggest that neighborhoods are even more powerful than initially thought in that improvements in the OTLs of youths cannot undo the educational consequences of their previous residency in less advantaged neighborhoods.…”

Section: The Complications Of Conversionmentioning

confidence: 99%

Relocation Programs, Opportunities to Learn, and the Complications of Conversion

Johnson

2012

Review of Educational Research

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Since 1976, the U.S. Department of Housing and Urban Development (HUD) has relocated low-income children of color from public housing communities to less racially and economically isolated neighborhoods in an effort to improve their developmental opportunities. This article provides the first comprehensive evaluation summary of seven relocation programs and the reasons why six of them failed to replicate the educational successes of the inaugural Gautreaux program. The author argues that children were not able to convert potentially greater opportunities to learn into educational success after they resettled due to four complications, including an absence of threshold effects in destination neighborhoods, the existence of cultural discontinuities, incompatibilities between HUD and educational policy and between educational institutions, and the uncertain relevance of neighborhoods and schools as sites of educational production.

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Section: The Complications Of Conversionmentioning

confidence: 99%

Relocation Programs, Opportunities to Learn, and the Complications of Conversion

Johnson

2012

Review of Educational Research

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Sampson, Robert

Phillips¹

2014

The Encyclopedia of Theoretical Criminology

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Robert Sampson is Henry Ford II Professor of Social Sciences at Harvard University and director of the social sciences program at the Radcliffe Institute for Advanced Study. He has published numerous articles and several books, most of which have a foundation in some aspect of community and disorder. His work has focused on urban violence, social inequalities, neighborhood influences on crime, and persistence and desistance in life‐course offending. His primary theoretical contributions have been a theory of the influence of neighborhood collective efficacy or the ability of residents to engage in collective action, based on mutual trust, on crime rates and an age‐graded life‐course theory of persistence and desistance in crime. He also has encouraged use of systematic social observation in addition to official statistics in analyzing the level of neighborhood disorder in theoretical work on community and crime.

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Profile of Robert J. Sampson

Cited by 2 publications

References 8 publications

Relocation Programs, Opportunities to Learn, and the Complications of Conversion

Relocation Programs, Opportunities to Learn, and the Complications of Conversion

Sampson, Robert

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