Citation

Garo LA. Vulnerable Child. Youth Stud. 2013; 8(1): 60-96.

Copyright

(Copyright © 2013, Informa - Taylor and Francis Group)

DOI

10.1080/17450128.2012.668231

PMID

unavailable

Abstract

This study investigates potential correlation between neighborhood indicators of poverty and violence and Black student literacy performance. The literature indicates that children exposed to violence and poverty are at greater risk for traumatic responses that impact behavior and academic achievement (Buka, Stichick, Birdthistle, & Earls, 2001; Flannery, Wester, & Singer, 2004; Ford, Chapman, Hawke, & Albert, 2007; Gorman-Smith & Tolan, 1998; Margolin & Gordis, 2000; North Carolina Justice and Community Development Center [NCJCDC], 2000; Thompson & Massat, 2005), and recommendations are made for interventions that address such trauma (Camilleri, 2007; Clise, 1994; Ford et al., 2007; Howell, 2003; Jones & Compton, 2003; Lantieri & Patti, 1996; Levin, 1994; McWhirter, J.J., McWhirter, B.T., McWhirter, E.H., & McWhirter, R.J., 2004; Stevenson, 2003). Spatial (geographic information system) and statistical (correlation matrices) analyses are incorporated in this study with literacy test scores for grades 6 and 8 to determine correlation of poverty and violence indicators with academic performance. The results indicated moderate to strong visual and statistical correlation among neighborhood indicators of poverty and violence with selected neighborhood variables, but weak correlation with school performance.