Learning in Harm’s Way: Neighborhood Violence, Inequality, and American Schools

2017 ◽  
Vol 674 (1) ◽  
pp. 217-239 ◽  
Author(s):  
Elizabeth Pelletier ◽  
Paul Manna
Keyword(s):  
Public Policy ◽  
Academic Performance ◽  
School Performance ◽  
Violent Crime ◽  
Educational Inequality ◽  
Future Research ◽  
Neighborhood Violence ◽  
Geographic Proximity ◽  
Student Body ◽  
American Schools

Is a school’s geographic proximity to violent crime related to characteristics of its student body and to students’ academic performance? Our understanding of the educational impacts of students’ exposure to violence has been constrained because of various technical and financial limitations that have made research in this area problematic. The work presented here leverages advances in the availability of geo-coded data on incidents of crime to overcome the limitations of prior research in this area, showing that a school’s proximity to violent crime is associated with common measures of educational inequality and also with school performance. We discuss the implications of our findings for future research and public policy.

scholarly journals The Great British Sorting Machine: Adolescents’ future in the balance of family, school and the neighborhood

2018 ◽  
Author(s):  
Jonathan Jan Benjamin Mijs ◽  
Jaap Nieuwenhuis
Keyword(s):  
Academic Performance ◽  
School Performance ◽  
Reference Group ◽  
Group Processes ◽  
Social Contexts ◽  
Future Research ◽  
Cultural Resources ◽  
Highly Educated ◽  
Parents And Children ◽  
Low Educated

Research calls attention to the divergent school and labor market trajectories of Europe’s youth while, across the Atlantic, researchers describe the long-lasting consequences of poverty on adolescent development. In this paper we incorporate both processes to shed a new light on a classic concern in the sociology of stratification: how are adolescents’ aspirations, expectations, and school performance shaped by the combined socioeconomic contexts of family, school and neighborhood life? Theoretically, social contexts provide children with cultural resources that may foster their ambitions and bolster their academic performance. Reference group theory instead highlights how seemingly positive settings can depress educational performance as well as aspirations and expectations. We empirically test these competing claims, drawing on the Avon Longitudinal Study of Parents and Children (ALSPAC) which describes the school and neighborhood trajectories of 7,934 British children followed from birth to adolescence. We find that, generally, childhood school and neighborhood deprivation is negatively associated with adolescents’ school performance, aspirations and expectations for their future, in line with the cultural resource perspective. However, there are important exceptions to this pattern which point to reference group processes for (1) children of highly-educated parents, whose academic performance especially suffers from growing up in a poor neighborhood, and (2) for children from low-educated parents, whose academic aspirations and expectations are unexpectedly high when they either went to an affluent school or lived in an affluent neighborhood—but not both. We conclude by discussing implications for theory, policy and future research.

Women And Depression: Future Research, Clinical Practice, And Public Policy

2002 ◽  
Author(s):  
Carolyn M. Mazure ◽  
Laura J. Bierut ◽  
Steven D. Hollon ◽  
Susan G. Kornstein ◽  
Charlotte Brown
Keyword(s):  
Public Policy ◽  
Clinical Practice ◽  
Future Research

The Crisis of Social Institutions and Police Homicides: The Adverse Effects of Low Institutional Control

2021 ◽  
pp. 108876792110184
Author(s):  
Kamali’ilani T. E. Wetherell ◽  
Terance D. Miethe
Keyword(s):  
Public Policy ◽  
Adverse Effects ◽  
Census Data ◽  
Social Institutions ◽  
Crime Rates ◽  
Future Research ◽  
Homicide Rates ◽  
Institutional Control ◽  
Different Levels

Using U.S. census data and a multi-source database on officer-involved killings, the current study extends previous research by exploring the influence of measures of weak social control in economic, educational, and familial institutions on state rates of police homicide. States with lower levels of institutional control are found to have higher overall rates of police homicides and police killings involving Black, Hispanic, and White decedents. The significant effects of institutional control on these police homicide rates are generally found to exhibit contextual invariance across different levels of various control variables (e.g., comparisons of states with low or high violent crime rates, low vs high economic inequality, low vs high levels of urbanization). These results and the limitations of this study are discussed in terms of implications for future research and public policy on police homicides and the role of social institutions in minimizing the occurrence of these incidents.

scholarly journals Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

2010 ◽  
Vol 1 (2) ◽  
pp. e96-e104 ◽  
Author(s):  
Melina Sevlever ◽  
Kenneth G. Rice
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Future Research ◽  
Depression And Anxiety ◽  
Personal Standards ◽  
Premedical Students ◽  
Comparable Effect ◽  
High Standards ◽  
Personal Standards Perfectionism ◽  
Group Self

This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104) and non-premedical (N = 76) undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA). For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

scholarly journals The Influence of Architecture Students’ Learning Approaches on their Academic Performance in Two Nigeria Universities

2021 ◽  
Vol 20 (2) ◽  
pp. 137-151
Author(s):  
Gabriel Sen ◽  
Albert Adeboye ◽  
Oluwole Alagbe
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Deep Learning ◽  
Pilot Study ◽  
Statistical Analyses ◽  
Future Research ◽  
Learning Approaches ◽  
Research Needs ◽  
Heterogeneous Samples ◽  
And Gender

The paper was a pilot study that examined learning approaches of architecture students; variability of approaches by university type and gender and; influence of architecture students’ learning approaches on their academic performance. The sample was 349 architecture students from two universities. Descriptive and statistical analyses were used. Results revealed predominant use of deep learning approaches by students. Furthermore, learning approaches neither significantly differed by university type nor gender. Regression analysis revealed that demographic factors accounted for 2.9% of variation in academic performance (F (2,346) = 6.2, p = 0.002, R2 = 0.029, f2 = 0.029) and when learning approaches were also entered the model accounted for 4.4% of variation in academic performance (F (14,334) =2.2, p =0.009, R2 = 0.044, f2=0.044). Deep learning approaches significantly and positively influenced variation in academic performance while surface learning approaches significantly and negatively influenced academic performance. This implies that architectural educators should use instructional methods that encourage deep approaches. Future research needs to use larger and more heterogeneous samples for confirmation of results.

scholarly journals Visual factors and dyslexia: A research review

2010 ◽  
Vol 69 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Academic Performance ◽  
Causal Relationship ◽  
Research Review ◽  
Future Research ◽  
Eye Care ◽  
Psychological Literature ◽  
Poor Academic Performance ◽  
The Relationship

Eye care professionals have long been involved with vision and learning, and receive referrals from teachers, psychologists and other professionals who seek advice about whether vision problems may contribute to, or be responsible for, poor academic performance.  This is particularly the case when dealing with the relationship between vision and dyslexia, which has been a subject of controversy in optometric, ophthalmologic, educational and psychological literature. Ophthalmologists and optometrists in particular, hold different views on the association of dyslexia and vision, and there has been much debate regarding any causal relationship between them.  The results of studies that investigated the vision functions in dyslexic populations remain inconclusive.  This review is intended to provide an overview of studies to date and makes recommendation to guide future research.  (S AfrOptom 2010 69(2) 58-68)

scholarly journals Cyberdependency and School Performance among Students in 3rd Grade of Bingerville High School

2020 ◽  
Vol 3 (3) ◽  
pp. p47
Author(s):  
DJELLE Opely Patrice-Aime
Keyword(s):  
High School ◽  
Social Networks ◽  
Academic Performance ◽  
School Performance ◽  
Female Students ◽  
The Internet ◽  
Scoring Matrices ◽  
School Learning ◽  
Use Of The Internet ◽  
3Rd Grade

This study examines the link between cyberdependency and school performance among students in the 3rd grade of the Mamie Houphouët Fêtai High School in Bingerville. It covers a sample of one hundred and ninety (190) female students between the ages of 14 and 17. Students’ addiction to the Internet and social networks is measured using a questionnaire based on Vavassori et al. (2002) and Young’s Internet Addiction Test in its French version validated by Khazaal (2008). As for academic performance, they are verified using the end-of-term scoring matrices. The results, obtained using student T and Anova, show that students in the third grade using the Internet as teaching tools have higher academic performance than their peers who use it as entertaining instruments. All these different results are explained by the models of Zuckerman (1969) and Viau (1994). Ultimately, this study will inform and raise awareness among students, educational system actors and parents about the risks of excessive use of the Internet and social networks on school learning.

scholarly journals Nothing good happens after dark: the influence of temporal factors on motor carrier crash severity

2018 ◽  
Vol 28 (2) ◽  
pp. 7-18
Author(s):  
Misty Moody ◽  
S Scott Nadler ◽  
Doug Voss
Keyword(s):  
Public Policy ◽  
Time Of Day ◽  
Regulatory Agencies ◽  
Future Research ◽  
Crash Severity ◽  
Property Damage ◽  
Motor Carrier ◽  
Temporal Factors ◽  
Safety Outcomes ◽  
Day Of The Week

Motor carrier safety is a topic of great importance for both industry and makers of public policy. Regulatory agencies, such as the Federal Motor Carrier Safety Administration (FMCSA), regularly publish data detailing the circumstances surrounding roadway accidents. FMCSA’s Large Truck and Bus Crash Facts (LTBCF) data demonstrate an increase in accidents during daylight hours and on weekdays. Roadway risks are ever-present but differ by time of day and day of the week. These differences may potentially engender crashes of different severities at different times. This study analyzes FMCSA LTBCF data to determine when crashes of different severities are more likely to occur. Findings indicate that crashes resulting in property damage are more likely to occur during the day and on weekdays. However, fatal and injury crashes are significantly more likely during nights and weekends. Recommendations to improve safety outcomes are provided along with suggestions for future research.

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