Protective family factors in the context of neighborhood: Promoting positive school outcomes

Family Relations

Volumn 55, Issue 1, 2006, Pages 93-104

  Woolley, Michael E ^a   Grogan Kaylor, Andrew ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Child development; Family functioning; Neighborhood effects; Risk and protective factors; School outcomes

Indexed keywords

EID: 33645017803     PISSN: 01976664     EISSN: 17413729     Source Type: Journal    
DOI: 10.1111/j.1741-3729.2006.00359.x     Document Type: Review

References (45)

1. Agresti, A., & Finlay, B. (1997). Statistical methods for the social sciences. Upper Saddle River, NJ: Prentice Hall.
2. Booth, A., & Dunn, J. F. (Eds.). (1996). Family-school links: How do they affect educational outcomes? Mahwah, NJ: Lawrence Erlbaum.
3. Bowen, G. L., Bowen, N. K., & Richman, J. M. (2000). School size and middle school students' perceptions of the school environment. Social Work in Education, 22, 69-82.
4. Bowen, G. L., Richman, J. M., Brewster, A., & Bowen, N. K. (1998). Sense of school coherence, perceptions of danger at school, and teacher support among youth at risk of school failure. Child and Adolescent Social Work Journal, 15, 273-286.
5. Bowen, G. L., Rose, R. A., & Bowen, N. K. (2005). The reliability and validity of the school success profile. Philadelphia: Xlibris Press.
6. Bowen, G. L., & Van Dorn, R. A. (2002). Community violent crime rates and school danger. Children and Schools, 24, 90-104.
7. Bowen, G. L., Woolley, M. E., Richman, J. M., & Bowen, N. K. (2001). Brief intervention in schools: The school success profile. Brief Treatment and Crisis Intervention, 1, 43-54.
8. Bowen, N. K., & Bowen, G. L. (1998a). The effects of home microsystem risk factors and school microsystem protective factors on student academic performance and affective investment in schooling. Social Work in Education, 20, 219-231.
9. Bowen, N. K., & Bowen, G. L. (1998b). The mediating role of educational meaning in the relationship between home academic culture and academic performance. Family Relations, 47, 45-51.
10. Bowen, N. K., Bowen, G. L., & Ware, W. B. (2002). Neighborhood social disorganization, families, and the educational behavior of adolescents. Journal of Adolescent Research, 17, 468-490.
11. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
12. Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecologicalperspectives on human development. Thousand Oaks, CA: Sage.
13. Chavkin, N. F., & Garza-Lubeck, M. (1990). Multicultural approaches to parent involvement: Research and practice. Social Work in Education, 13, 22-33.
14. Coley, R. L., & Hoffman, L. W. (1996). Relations of parental supervision and monitoring to children's functioning in various contexts: Moderating effects of families and neighborhoods. Journal of Applied Developmental Psychology, 17, 51-68.
15. Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The Elementary School Journal, 91, 271-277.
16. Cook, T. D., Murphy, R. F., & Hunt, H. D. (2000). Comer's school development program in Chicago: A theory-based evaluation. American Educational Research Journal, 37, 535-597.
17. Croninger, R. G., & Lee, V. E. (2001). Social capital and dropping out of high school: Benefits to at-risk students of teachers support and guidance. Teachers College Record, 103, 548-581.
18. Eccles, J. S., Lord, S. E., & Roeser, R. W. (1996). Round holes, square pegs, rocky roads, and sore feet: The impact of stage-environment fit on young adolescent's experiences in schools and families. In D. Cicchetti & S. L. Toth (Eds.), Adolescence: Opportunities and challenges (pp. 47-92). Rochester, NY: University of Rochester Press.
19. Ensminger, M. E., Lamkin, R. P., & Jacobson, N. (1996). School leaving: A longitudinal perspective including neighborhood effects. Child Development, 67, 2400-2416.
20. Fraser, M. W. (2004). The ecology of childhood: A multisystems perspective. In M. W. Fraser (Ed.), Risk and resilience in childhood (2nd ed.). Washington, DC: National Association of Social Workers Press.
21. Freiberg, H. J. (Ed.). (1999). School climate: Measuring, improving and sustaining healthy learning environments. Philadelphia: Falmer Press.
22. Garbarino, J., & Kostelny, K. (1993). Neighborhood and community influences on parenting. In T. Luster & L. Okagaki (Eds.), Parenting: An ecological perspective (pp. 203-226). Hillsdale, NJ: Lawrence Erlbaum.
23. Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36, 683-702.
24. Goldhaber, D. E. (2000). Theories of human development: Integrative perspectives. Mountain View, CA: Mayfield.
25. Hox, J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Lawrence Erlbaum.
26. Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37, 296-321.
27. Johns, S. E. (2001). Using the Comer model to educate immigrant children. Childhood Education, 77, 268-274.
28. Kupersmidt, J. B., Griesler, P. C., DeRosier, M. E., Patterson, C. J., & Davis, P. W. (1995). Childhood aggression and peer relations in the context of family and neighborhood factors. Child Development, 66, 360-375.
29. Lawson, M. A. (2003). School-family relations in context. Urban Education, 38, 77-133.
30. Leventhal, T., & Brooks-Gunn, J. (2004). A randomized study of neighborhood effects on low income children's educational outcomes. Developmental Psychology, 40, 488-507.
31. Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
32. Maslow, A. H. (1970). Motivation and Personality (2nd ed.). New York: Harper and Row.
33. Nash, J. K. (2002). Neighborhood effects on sense of coherence and educational behavior in students at risk of school failure. Children and Schools, 24, 73-89.
34. Nash, J. K., & Bowen, G. L. (1999). Perceived crime and informal social control in the neighborhood as a context for adolescent behavior: A risk and resilience perspective. Social Work Research, 23, 171-186.
35. Noblit, G. W., Malloy, W. W., & Malloy, C. E. (Eds.). (2001). The kids got smarter: Case studies of successful Comer schools. Cresskill, NJ: Hampton.
36. Pollard, J. A., Hawkins, J. D., & Arthur, M. W. (1999). Risk and protection: Are both necessary to understand diverse behavioral outcomes in adolescence? Social Work Research, 23, 145-158.
37. Raudenbush, S., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
38. Richman, J. M., Bowen, G. L., & Woolley, M. E. (2004). School failure: An ecological-interactional-developmental perspective. In M. W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (2nd ed.). Washington, DC: National Association of Social Workers Press.
39. Richman, J. M., Rosenfeld, L. B., & Bowen, G. L. (1998). Social support for adolescents at-risk of school failure. Social Work, 43, 309-323.
40. Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work, 17, 205-226.
41. Smith, P. K., & Brain, P. (2000). Bullying in school: Lessons from two decades of research. Aggressive Behavior, 26, 1-9.
42. South, S. J., Baumer, E. P., & Lutz, A. (2003). Interpreting community effects on youth education attainment. Youth & Society, 35, 3-36.
43. Thompson, G. L. (2003). No parent left behind: Strengthening ties between educators and African American parents/guardians. The Urban Review, 35, 7-23.
44. Vartanian, T. P., & Gleason, P. M. (1999). Do neighborhood conditions affect high school dropout and college graduation rates? Journal of Socio-Economics, 28, 21-41.
45. Williams, T. R., Davis, L. E., Miller-Cribbs, J., Saunder, J., & Williams, J. H. (2002). Friends, family, and neighborhood: Understanding academic outcomes of African American youth. Urban Education, 37, 408-431.