Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population

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dc.contributor Curtner-Smith, Mary Elizabeth
dc.contributor Tomek, Sara
dc.contributor.advisor Bolland, John M.
dc.contributor.author Hitchcock, Shannon Marie
dc.date.accessioned 2017-03-01T16:48:17Z
dc.date.available 2017-03-01T16:48:17Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001279
dc.identifier.other Hitchcock_alatus_0004M_11514
dc.identifier.uri https://ir.ua.edu/handle/123456789/1749
dc.description Electronic Thesis or Dissertation
dc.description.abstract Research framed by Bronfenbrenner's ecological systems theory, suggests that neighborhood and school contextual factors greatly influence adolescent outcomes. While this research examines the multiple contexts that impact adolescent development, missing from the literature is an assessment that uses multiple data sources. Therefore, the present study used adolescent survey, school records, and Census data to examine the effects of perceived and structural neighborhood and school factors longitudinally. Additionally, many neighborhood-level studies treat demographic variables as covariates. But since poverty can be structurally portrayed in various ways, neighborhood-level population density was included as a predictor variable. The present study examined the effects of neighborhood and school context on adolescent achievement, attendance, and school violations. It was hypothesized that population density, perceived neighborhood connectedness, safety, and school belonging would predict poorer student academic outcomes. A linear mixed model was used for the analyses. The study's sample came from the Mobile Youth Survey (MYS), a fourteen-year longitudinal research project conducted in the low-income and public housing neighborhoods of Mobile, Alabama. The sample was over 99% African American and participants were between the ages of 10 to 18. To assess participants longitudinally four waves of MYS data (2006-2009) were paired with subsequent academic years. Results indicated that school context explained a greater amount of the variance in the outcome variables in comparison to neighborhood context. Results also indicated that adolescent perceptions of neighborhood connectivity predicted higher reading achievement and increased school violations. Further, higher perceptions of school belongingness predicted increased reading and math achievement and lower rates of school violations and absences. High neighborhood-level population densities predicted increased student absences. Additionally, non-African American students had higher rates of absences. Lastly, students who qualified for free lunch had more school violations. Consistent with Bronfenbrenner's ecological systems theory, the present study highlights the importance of examining multiple contexts when assessing adolescent outcomes. The results reiterate the complex nature of adolescent development. In future MYS and neighborhood-based studies, it may be favorable to compare different school-based policies and examine the influence of adolescent peer pressure.
dc.format.extent 53 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Sociology
dc.title Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Human Development and Family Studies
etdms.degree.discipline Human Development and Family Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.S.


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