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Journal Article

Citation

McCoy DC, Roy AL, Sirkman GM. Am. J. Community Psychol. 2013; 52(1-2): 128-140.

Affiliation

Department of Applied Psychology, New York University, 627 Broadway, 8th Floor, New York, NY, 10012, USA, dcmccoy@hsph.harvard.edu.

Copyright

(Copyright © 2013, John Wiley and Sons)

DOI

10.1007/s10464-013-9583-5

PMID

23764745

Abstract

Past research has found negative relationships between neighborhood structural disadvantage and students' academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods' impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate.


Language: en

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