Adolescent Development and School Achievement in Urban by Gary Creasey, Patricia A Jarvis

By Gary Creasey, Patricia A Jarvis

This well timed volume explores crucial subject matters, concerns, and demanding situations on the topic of kids’ lives and studying in underserviced city components. exceptional students supply theoretically grounded, multidisciplinary views on contexts and forces that impression adolescent improvement and fulfillment. The emphasis is on what's optimistic and powerful, what could make a true distinction within the lives and existence possibilities for city youths, instead of deficits and unfavourable disorder. Going past completely conventional mental theories, a powerful conceptual framework addressing 4 domain names for figuring out adolescent improvement undergirds the volume:

  • developmental continuities from childhood
  • primary adjustments (biological, cognitive, social)
  • contexts of improvement
  • adolescent results.

A significant federal executive initiative is the advance of courses to help underserviced city components. without delay correct to this initiative, this volume contributes considerably to gaining a pragmatic figuring out of the contexts and associations in which city youths dwell and learn.

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Additional info for Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood

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Older homes have a higher risk for elevated mold levels, poor ventilation, and high levels of dust mite and cockroach antigens that have adverse affects on physical and cognitive development. Youth residing in low-income urban communities are at disproportionate risk for asthma, due in part to their greater exposure and associated sensitization to irritants such as cockroach allergen (Basch, 2011). Related sleep disruptions and missed days of school associated with asthma among urban youth have been associated with poor academic achievement.

The social interactions internal to the youth’s neighborhood with adults and other youth) to be positively associated with both math and reading achievement. Similarly, Plybon, Edwards, Butler, Belgrave, and Allison (2003) found neighborhood social cohesion to be associated with school self-efficacy among African American adolescent females. Alternative operationalizations of community social capital, such as indices of attending neighborhood schools and more densely connected parental networks, also appear to support adolescent academic achievement (Israel, Beaulieu, & Hartless, 2001).

L. ). (1997). Neighborhood poverty. New York: Russell Sage Foundation. Brown, T. , & Rodriguez, L. F. ). (2009). Youth in participatory action research. New Directions for Youth Development, 123, 19–34. , & Obeidallah, D. (1995). Social context and adolescents: Perspectives on development among inner-city African-American teens. In L. Crockett, & A. ), Pathways through adolescence: Individual development in social contexts (pp. 119–138). Mahwah, NJ: Lawrence Erlbaum. Carter, P. L. (2006). Straddling boundaries: Identity, culture, and school.

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