How Does the Neighborhood "Come through the Door?" Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers

Autor/inn/en	May, Emily M.; Azar, Sandra T.; Matthews, Stephen A.
Titel	How Does the Neighborhood "Come through the Door?" Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers
Quelle	(2018), (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1002/ajcp.12223
Schlagwörter	Disadvantaged Youth; Neighborhoods; At Risk Students; School Readiness; Early Childhood Education; Family Environment; Preschool Children; Economically Disadvantaged; Structural Equation Models; Mothers; Attitude Measures; Depression (Psychology); Environmental Influences; Social Influences; Resilience (Psychology); Correlation; Housing; Minority Groups; Parent Attitudes; Measures (Individuals); Symptoms (Individual Disorders); Observation; Check Lists; Surveys; Statistical Analysis; Place of Residence; Pennsylvania (Philadelphia); Center for Epidemiologic Studies Depression Scale; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Neighbourhoods; Nachbarschaft; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Korrelation; Unterkunft; Ethnische Minderheit; Elternverhalten; Messdaten; Psychiatrische Symptomatik; Beobachtung; Checkliste; Survey; Umfrage; Befragung; Statistische Analyse; Wohnort
Abstract	Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood residential instability on the home physical environment and home learning environment for preschoolers in economically disadvantaged families (N = 187). Using structural equation modeling, mothers' perceived neighborhood disorder and depressive symptoms were examined as mechanisms by which neighborhood context "comes through the door." Mothers' neighborhood social embeddedness was also explored as a protective factor. Results showed that concentrated disadvantage was negatively associated with the quality of the home physical environment, and residential instability was negatively associated with the quality of the home learning environment. Concentrated disadvantage had an indirect effect on the home learning environment through mothers' perceived neighborhood disorder and depressive symptoms. The effects of concentrated disadvantage on the home environment were buffered by mothers' neighborhood social embeddedness. Study findings advance understanding of socioeconomic- and place-based disparities in developmental outcomes and identify potential targets for interventions aimed at lessening effects of neighborhood disadvantage on families with young children. [At time of submission to ERIC this article was in press with "American Journal of Community Psychology".] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01