Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior

Autor/inn/en	Anderson, Sara; Leventhal, Tama; Dupéré, Véronique
Titel	Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior
Quelle	In: Applied Developmental Science, 18 (2014) 3, S.123-138 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2014.924355
Schlagwörter	Neighborhoods; Advantaged; Reading Achievement; Academic Achievement; Poverty; Correlation; Child Development; Adolescent Development; Longitudinal Studies; Behavior Patterns; Mathematics Achievement; Models; Prediction; Comparative Analysis; Statistical Analysis; Socioeconomic Background; Family Characteristics; Parent Background; Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin; Peabody Picture Vocabulary Test; Center for Epidemiologic Studies Depression Scale; Child Behavior Checklist; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Leseleistung; Schulleistung; Armut; Korrelation; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Vorhersage; Statistische Analyse; Sozioökonomische Lage; Elternhaus; Kalifornien; Master-Studiengang
Abstract	Evidence points to associations between the socioeconomic composition of neighborhoods and children's and adolescents' development. A minimal amount of research, however, examines how timing of exposure to neighborhood socioeconomic conditions matters. This study used longitudinal data from the NICHD Study of Early Child Care and Youth Development (N = 1,364) to explore if timing of exposure (early childhood, adolescence, and cumulative) to neighborhood affluence and poverty had differential associations with children's achievement and behavior problems concurrently and in adolescence. Results indicate that children in neighborhoods with more affluent residents during early childhood had higher achievement and fewer internalizing behaviors contemporaneously and that these associations endured until adolescence for reading achievement. Long-term exposure to affluent neighborhoods was associated with children's math and reading achievement in adolescence. Findings are discussed in terms of research and policy implications. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10