School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes

Nettles, Saundra Rice Murray; Caughy, Margaret O’Brien; O’Campo, Patricia

doi:10.3102/0034654307309917

Cited by 25 publications

(24 citation statements)

References 90 publications

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“…Students' academic achievement is stimulated if parents express high expectations of their children (Astone and McLanahan 1991;BattinPearson et al 2000). It is crucial that parents also transform those expectations into actual emotional and practical support (Garas-York 2010), by talking with their children about their educational experiences, choices, and strategies, and by monitoring their child's progress (Astone and McLanahan 1991;Babeliowsky, Derriks, and Voncken 1990;Ekstrom et al 1986;Finn 1993;Jimerson et al 2000;Legault, Green-Demers, and Pelletier 2006;Mandara et al 2009;Nettles, Caughy, and O'Campo 2008;Stanton-Salazar and Dornbusch 1995). We can conceptualise the resources that support students in their school careers as a school-related dimension of social capital, given that students acquire those supportive resources through their social relationships with others (Bourdieu 1986;Dika and Singh 2002;Portes 1998;Stevens et al 2007).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

One foot out the school door? Interpreting the risk for dropout upon the transition to post-secondary vocational education

Elffers

2012

British Journal of Sociology of Education

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Many students drop out in the first year after a school transition. Most commonly used indicators of an increased risk for dropout reveal little of the mechanisms that push or pull students out of school. In this study, we look at the association of a set of common risk indicators with students' supportive resources and school experiences upon the transition to post-secondary vocational education in the Netherlands. Multilevel regression analyses on a diverse sample of 1438 students indicate that most sociodemographic risk indicators relate to less access to supportive resources for school, whereas personal circumstances outside school that are associated with an increased risk for dropout correlate with negative school experiences. Students from lower educated or poor families and students who use drugs, have debts, or are delinquent score negative in both domains, suggesting that those students make the transition with one foot out the school door.

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Section: Theoretical Backgroundmentioning

confidence: 98%

One foot out the school door? Interpreting the risk for dropout upon the transition to post-secondary vocational education

Elffers

2012

British Journal of Sociology of Education

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“…Neighborhoods have long been recognized in theory and research as an important ecological context for understanding child development (Levanthal and Brooks-Gunn 2000;Nettles et al 2008;Roosa et al 2003;Swisher 2008). A predominant concern has been the range of negative outcomes associated with neighborhood poverty.…”

Section: Introductionmentioning

confidence: 99%

Neighborhoods as a Developmental Context: A Multilevel Analysis of Neighborhood Effects on Head Start Families and Children

Vaden-Kiernan¹,

D’Elio

O’Brien

et al. 2010

American J of Comm Psychol

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Neighborhoods have been recognized in theory and research as an important context for child development. This study used data from the Head Start Family and Child Experiences Survey (FACES) and Census 2000 to assess the underlying factor structure and impact of neighborhood factors on child cognitive and behavioral outcomes, including the critical family and social factors that may mediate and/or moderate these relationships. Factor analyses found five factors described Head Start neighborhoods. After controlling for family and child factors, multilevel analyses found significant direct effects of neighborhood factors on Head Start children's cognitive and behavioral outcomes. There were no mediation effects found for family or social variables between neighborhood factors and child outcomes. A large number of moderation effects were found although there was not a clear pattern to the results. Future research, policy, and practice implications are discussed.

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“…It is important to expand our measures of neighborhood conditions beyond measures of neighborhood structural characteristics such as economic conditions and population characteristics to include measures of neighborhood social processes. Theories of neighborhood effects suggest that the negative impact of concentrated economic disadvantage operates by disrupting the social relationships in neighborhoods that provide support to families and role models for youth (Cutrona, Wallace, & Wesner, 2006; Furstenberg & Hughes, 1997; Nettles, Caughy, & O'Campo, 2008; Roosa, Jones, Tein, & Cree, 2003; Sampson, 1992; Tienda, 1991). Neighborhood measures such as neighborhood CIC and negative social climate tap important characteristics that not only differentiate economically disadvantaged neighborhoods from more advantaged neighborhoods but also distinguishes between economically disadvantaged neighborhoods.…”

Section: Introductionmentioning

confidence: 99%

Effects of cumulative risk on behavioral and psychological well-being in first grade: Moderation by neighborhood context

Lima

Caughy²,

Nettles

et al. 2010

Social Science & Medicine

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This study builds upon existing research by examining whether risk indices for child psychological well-being behave in the same way in different types of neighborhoods. Specifically, we sought to determine if neighborhood characteristics acted to exacerbate or, alternatively, to buffer risk factors at the family and/or child level. Families with a child entering first grade in Fall 2002 were recruited from Baltimore City neighborhoods, defined as census block groups. This study included 405 children, and data came from an interview with the primary caregiver and an assessment of the first grader. The dependent variables were externalizing behavior and internalizing problems. A family risk index consisting of 13 measures, and a child risk index consisting of three measures were the main independent variables of interest. We examined the effects of these indices on child psychological well-being and behavior across two neighborhood characteristics: neighborhood potential for community involvement with children and neighborhood negative social climate. Results of multivariate analyses indicated that cumulative family risk was associated with an increase in both internalizing and externalizing behavior problems. Perceived negative social climate moderated the effect of family risks on behavior problems such that more risk was associated with a larger increment in both externalizing behavior problems and psychological problems for children living in high versus low risk neighborhoods. These findings further emphasize the importance of considering neighborhood context in the study of child psychological well-being.

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School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes

Cited by 25 publications

References 90 publications

One foot out the school door? Interpreting the risk for dropout upon the transition to post-secondary vocational education

One foot out the school door? Interpreting the risk for dropout upon the transition to post-secondary vocational education

Neighborhoods as a Developmental Context: A Multilevel Analysis of Neighborhood Effects on Head Start Families and Children

Effects of cumulative risk on behavioral and psychological well-being in first grade: Moderation by neighborhood context

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