Neighborhood structural qualities, adolescents' perceptions of neighborhoods, and latino youth development

Hispanic Journal of Behavioral Sciences

Volumn 29, Issue 1, 2007, Pages 19-34

  Plunkett, Scott W ^a   Abarca Mortensen, Sandra ^b   Behnke, Andrew O ^c   Sands, Tovah ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

Community; Hispanic; Latino; Neighborhood

Indexed keywords

EID: 33846221474     PISSN: 07399863     EISSN: 15526364     Source Type: Journal    
DOI: 10.1177/0739986306295038     Document Type: Article

References (33)

1. Aber, J. L., Gephart, M. A., Brooks-Gunn, J. B., & Connell, J. P. (1997). Development in context: Implications for studying neighborhood effects. In J. B. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 1. Context and consequences for children (pp. 44-61). New York: Russell Sage.
2. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.
3. Aneshensel, C. S., & Sucoff, C. A. (1996). The neighborhood context of adolescent mental health. Journal of Health and Social Behavior, 37, 293-310.
4. Bass, J. K., & Lambert, S. F. (2004). Urban adolescents' perceptions of their neighborhoods: An examination of spatial dependence. Journal of Community Psychology, 32, 277-293.
5. Bowen, N. K., Bowen, G. L., & Ware, W. (2002). Neighborhood social disorganization, families, and the educational behavior of adolescents. Journal of Adolescent Research, 17, 468-490.
6. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
7. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
8. Brooks-Gunn, J. B., Duncan, G. J., Leventhal, T., & Aber, J. L. (1997). Lessons learned and future directions for research on the neighborhoods in which children live. In J. B. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 1. Context and consequences for children (pp. 279-297). New York: Russell Sage.
9. Bryne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
10. Duncan, G. J., Connell, J. P., & Klebanov, P. K. (1997). Conceptual and methodological issues in estimating causal effects of neighborhoods and family conditions on individual development. In J. B. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 1. Context and consequences for children (pp. 219-250). New York: Russell Sage.
11. Furstenberg, F. F., & Hughes, M. E. (1997). The influence of neighborhoods on children's development: A theoretical perspective and a research agenda. In J. B. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. II. Policy implications in studying neighborhoods (pp. 23-47). New York: Russell Sage.
12. Garbarino, J. (1982). Children and families in the social environment. Hawthorne, NY: Aldine.
13. Garbarino, J. (1985). Adolescent development: An ecological perspective. Columbus, OH: Merrill.
14. Gephart, M. A. (1997). Neighborhoods and communities as contexts for development. In J. B. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 1. Context and consequences for children (pp. 1-43). New York: Russell Sage.
15. Gephart, M. A., & Brooks-Gunn, J. B. (1997). Introduction. In J. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 2. Policy implications in studying neighborhoods (pp. xiii - xxii). New York: Russell Sage.
16. Greg, J. D., & Aber, J. L. (1997). Neighborhood models and measures. In J. B. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 1. Context and consequences for children (pp. 62-78). New York: Russell Sage.
17. Hadley-Ives, E., Stiffman, A. R., Elze, D., Johnson, S. D., & Dore, P. (2000). Measuring neighborhood and school environments: Perceptual and aggregate approaches. Journal of Human Behavior in the Social Environment, 3, 1-28.
18. Herrenkohl, T. I., Hawkins, J. D., Abbott, R. D., Guo, J., & Social Development Research Group. (2002). Correspondence between youth report and census measures of neighborhood context. Journal of Community Psychology, 30, 225-233.
19. Jessor, R. (1992). Risk behavior in adolescence: A psychosocial framework for understanding and action. In D. E. Rogers & E. Ginzburg (Eds.). Adolescents at risk: Medical and social perspectives (pp. 19-34). Boulder, CO: Westview.
20. Jessor, R. (1993). Successful adolescent development among youth in high-risk settings. American Psychologist, 48, 117-126.
21. Jöreskog, K. G., & Sörbom, D. (2004). LISREL 8.7. Chicago: Scientific Software International.
22. Lerner, R. M. (1995). Developing individuals within changing contexts: Implications of developmental contextualism for human development research, policy, and programs. In T. A. Kinderman & F. Valsiner (Eds.), Development of person-context relations (pp. 13-38). Mahwah, NJ: Lawrence Erlbaum.
23. O'Neil, R., Parke, R. D., & McDowell, D. J. (2001). Objective and subjective features of children's neighborhoods: Relations to parental regulatory strategies and children's social competence. Journal of Applied Developmental Psychology, 22, 135-155.
24. Pew Hispanic Center. (2004). Latino teens staying in high school: A challenge for all generations. Retrieved October 12, 2006, from http://pewhispanic.org/files/factsheets/7.3.pdf
25. Raudenbush, S. W., & Sampson, R. J. (1999). Econometrics: Toward a science of assessing ecological settings with application to the systematic social observation of neighborhoods. In M. E. Sobel & M. P. Becker (Eds.), Sociological methodology (Vol. 29, pp. 1-41). Washington, DC: American Sociological Association.
26. Rosenberg, M. (1979). Conceiving the self. New York: Basic Books.
27. Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918-924.
28. Sherer, M., Madox, J. E., Mercandante, B., Prentice-Dunn, S., Jacob, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51, 663-671.
29. Stiffman, A. R., Hadley-Ives, E., Elze, D., Johnson, S., & Dore, P. (1999). Impact of environment on adolescent mental health and behavior: Structural equation modeling. American Journal of Orthopsychiatry, 69, 73-86.
30. Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
31. Vélez-Ibáñez, C. G. (1996). Border visions: Mexican cultures of the southwest United States. Tuscon: University of Arizona Press.
32. Williams, T. R., Davis, L. E., Cribbs, J. M., Saunders, J., & Williams, J. H. (2002). Friends, family, and neighborhood: Understanding the academic outcomes of African American youth. Urban Education, 37, 408-431.
33. Wiltfang, G. L., & Scarbecz, M. (1990). Social class and adolescents' self esteem: Another look. Social Psychology Quarterly, 53, 174-183.