Department of Applied Psychology, New York University, 627 Broadway, 8th Floor, New York, NY 10012, USA.
Am J Community Psychol. 2013 Sep;52(1-2):128-40. doi: 10.1007/s10464-013-9583-5.
Past research has found negative relationships between neighborhood structural disadvantage and students' academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods' impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate.
过去的研究发现，邻里结构劣势与学生的学业成绩呈负相关。相对而言，评估邻里和学校自身特征之间的关联的工作较少。本研究探讨了 500 所城市学校中邻里犯罪与学校层面学业成绩之间的纵向、相互关系。结果表明，较高的邻里犯罪（特别是暴力犯罪）预示着学校学业成绩随时间的下降。学校氛围是这种关系中的一个可能机制，较高的邻里犯罪预示着社会情感学习和安全方面的下降，但学术严谨性方面则没有。学校氛围的所有三个维度都可以预测学业成绩的变化。尽管这项研究支持邻里对嵌入环境的影响主要是单向的假设，但需要进一步的工作来使用邻里气候的其他概念来理解这些关系。
