Good Kids from Bad Neighborhoods: Successful Development in Social Context
Delbert S. Elliott, Scott Menard, Bruce Rankin, Amanda Elliott, William Julius Wilson, David Huizinga
Cambridge University Press, Sep 4, 2006 - Psychology
This is a study of successful youth development in poor, disadvantaged neighborhoods in Denver and Chicago - a study of how children living in the worst neighborhoods develop or fail to develop the values, competencies and commitments that lead to a productive, healthy responsible adult life. While there is a strong focus on neighborhood effects, the study employs a multicontextual model examining both the direct effects of the neighborhood ecology, social organization and contexts embedded in the neighborhood. The unique and combined influence of the neighborhood, family, school, peer group and individual attributes on developmental success is estimated. The view that growing up in a poor, disadvantaged neighborhood condemns one to a life of repeated failure and personal pathology is revealed as a myth, as most youth in these neighborhoods are completing the developmental tasks of adolescence successfully.
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318 Appendix A
table A93 Predictors of Success in Disadvantaged Neighborhoods
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000 Gender male African American Age compared Appendix A table Bivariate Correlations Bonding and Control Comments and Interpretation compared to age compared to female Control Normative/Value Consensus Deterioration Poverty Deterioration Disadvantaged Neighborhoods effect on PC Environment Constant Environment Positive School Explained Variance Family Characteristics Family Dysfunction Parenting Family Structure intact Gender male compared Group Characteristics-Individual Level Hispanic HLM Results increase over Table Intact Family Structure Length of Residence Modeling Illegal Performance Neighborhood Disadvantage Neighborhood Level Neighborhood Organization Parental Beliefs Parental Conventional Values Parental Moral Beliefs Parental Network Parental Network Size Parenting Practices Parental Peer Group Characteristics-Individual Peer Group Environment Personal Competence Positive Peer Group Positive School Environment positively related Poverty Deterioration Poverty Problem Behavior Chicago Problem Behavior Denver Prosocial Competence Ridge Regression School and Peer School Violence School Violence/Safety Positive Significance Statistical Socioeconomic Status Standardized Coefficient Status Family Structure Track Denver Variance R2 Violence/Safety Positive Peer x Age Youth Development Outcomes