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The Neighborhoods They Live In: The Effects of Neighborhood Residence on Child and Adolescent Outcomes (2000)
| Venue: | Psychological Bulletin |
| Citations: | 309 - 10 self |
BibTeX
@ARTICLE{Leventhal00theneighborhoods,
author = {Tama Leventhal and Jeanne Brooks-gunn},
title = {The Neighborhoods They Live In: The Effects of Neighborhood Residence on Child and Adolescent Outcomes},
journal = {Psychological Bulletin},
year = {2000}
}
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Abstract
This article provides a comprehensive review of research on the effects of neighborhood residence on child and adolescent well-being. The first section reviews key methodological issues. The following section considers links between neighborhood characteristics and child outcomes and suggests the importance of high socioeconomic status (SES) for achievement and low SES and residential instability for behavioral/emotional outcomes. The third section identifies 3 pathways (institutional resources, relationships, and norms/collective efficacy) through which neighborhoods might influence development, and which represent an extension of models identified by C. Jencks and S. Mayer (1990) and R. J. Sampson (1992). The models provide a theoretical base for studying neighborhood mechanisms and specify different levels (individual, family, school, peer, community) at which processes may operate. Implications for an emerging developmental framework for research on neighborhoods are discussed. Social science concerns about the effects of residence in a poor neighborhood on children and youth date back more than 50 years to the publication of Shaw and McKay's (1942) Juvenile Delin-quency and Urban Areas. Historical accounts of the effects of living in a poor neighborhood date back even further. The current interest in neighborhood effects on, children and youth has multiple origins. First, Wilson's (1987) documentation of increasingly con-centrated poverty in urban areas at the neighborhood level during the 1970s and 1980s served to reorient discussions of poverty from the individual to the neighborhood level. Second, and related to the work of Wilson, was the rejuvenated interest among sociologists and urban scholars in community social disorganization theory (Shaw & McKay, 1942) as an explanatory model for delinquency and crime, as well as other problem behaviors encountered in many poor urban neighborhoods (see, e.g., Bursik, 1988; Korn-
Keyphrases
neighborhood residence adolescent outcome neighborhood level urban area community social disorganization theory explanatory model residential instability theoretical base adolescent well-being comprehensive review child outcome many poor urban neighborhood historical account following section considers third section identifies poor neighborhood rejuvenated interest youth date current interest multiple origin different level high socioeconomic status behavioral emotional outcome reorient discussion neighborhood mechanism neighborhood effect social science concern neighborhood characteristic juvenile delin-quency poor neighborhood date con-centrated poverty developmental framework institutional resource shaw mckay problem behavior low s urban scholar
