Citation

Sykes B, Musterd S. Urban Stud. 2011; 48(7): 1307-1331.

Copyright

(Copyright © 2011, Urban Studies Journal Limited, Publisher SAGE Publishing)

DOI

10.1177/0042098010371393

PMID

unavailable

Abstract

Neighbourhoods and schools are two contexts in which youth spend vast amounts of their time—making friends, forming opinions and attitudes, and learning the social and academic skills that help them navigate through life. In the neighbourhood effects literature, schools are theorised to be a pathway or mechanism of the neighbourhood’s influence on children and youth. We tested this hypothesis using a longitudinal dataset of 9897 secondary school students. We estimated school and neighbourhood effects separately, and then considered youths’ simultaneous membership in both contexts. In the latter analysis, the associations between neighbourhood characteristics and achievement were reduced to non-significance, while the associations with the school context remained strong and significant. These results point to schools as a pathway through which the influence of the neighbourhood may be transmitted, and underscore the need for better conceptualisations of the mutiple and interrelated contexts that youth inhabit.