40
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Neighborhood Condition Effects on Latina/O Student Attendance and Participation in Afterschool Activities

ORCID Icon

References

  • Afterschool Alliance. (2014a). America after 3PM: Afterschool programs in demand. Washington, DC: Afterschool Alliance. http://afterschoolalliance.org/documents/AA3PM-2014/AA3PM_National_Report.pdf%E2%80%8B
  • Afterschool Alliance. (2014b). America after 3pm and the hispanic community. Washington, DC: Afterschool Alliance. http://www.afterschoolalliance.org/documents/AA3PM-2014/Hispanic-AA3PM-2014-Fact-Sheet.pdf
  • Alba, R., Deane, G., Denton, N., Disha, I., McKenzie, B., & Napierala, J. (2014). The role of immigrant enclaves for Latino residential inequalities. Journal of Ethnic and Migration Studies, 40(1), 1–20. https://doi.org/10.1080/1369183X.2013.831549
  • Ansari, A., Pivnick, L. K., Gershoff, E. T., Crosnoe, R., & Orozco-Lapray, D. (2020). What do parents want from preschool? Perspectives of low-income Latino/a immigrant families. Early Childhood Research Quarterly, 52, 38–48.
  • Arellanes, J. A., Viramontez Anguaino, R. P., & Lohman, B. J. (2019). Bettering the educational attainment for Latino families: How families view the education of their children. Journal of Latinos and Education, 18(4), 349–362. https://doi.org/10.1080/15348431.2018.1426465
  • Balfanz, R., & Byrnes, V. (2012). The importance of being there: A report on absenteeism in the nation’s public schools, 1–46. Johns Hopkins University.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
  • Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods and Research, 17(3), 303–316. https://doi.org/10.1177/0049124189017003004
  • Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
  • Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
  • Calva, A., Matthew, R. A., & Orpinas, P. (2020). Overcoming barriers: Practical strategies to assess Latinos living in low-income communities. Health Promotion Practice, 21(3), 355–362. https://doi.org/10.1177/1524839919837975
  • Campbell, C. G. (2022). Two decades of coparenting research: A scoping review. Marriage and Family Review, 59(6), 1–33. https://doi.org/10.1080/01494929.2022.2152520
  • Chen, Y., & Guzman, L. (2021). Latino children represent over a quarter of the child population nationwide and make up at least 40 percent in 5 southwestern states. National Research Center of Hispanic Children and Families.
  • Child Trends. (2015a). Family Structure. https://www.childtrends.org/wp-content/uploads/2015/03/59_Family_Structure.pdf
  • Child Trends. (2015b). Student Absenteeism. http://www.childtrends.org/?indicators=student-absenteeism
  • Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112(4), 558–577. https://doi.org/10.1037/0021-843X.112.4.558
  • Coulton, C., Theodos, B., & Turner, M. A. (2009). Family mobility and neighborhood change: New evidence and implications for community initiatives. Urban Institute.
  • Covay, E., & Carbonaro, W. (2010). After the bell: Participation in extracurricular activities, classroom behavior, and academic achievement. Sociology of Education, 83(1), 20–45. https://doi.org/10.1177/0038040709356565
  • Cross, C. J. (2020). Racial/Ethnic differences in the association between family structure and children’s education. Journal of Marriage and Family, 82(2), 691–712. https://doi.org/10.1111/jomf.12625
  • Cruz-Santiago, M., & Ramírez García, J. I. (2011). “Hay que ponerse en los zapatos del joven”: Adaptive parenting of adolescent children among Mexican‐American parents residing in a dangerous neighborhood. Family Process, 50(1), 92–114. https://doi.org/10.1111/j.1545-5300.2010.01348.x
  • Davies, S., & Rizk, J. (2018). The three generations of cultural capital research: A narrative review. Review of educational research, 88(3), 331–365.
  • Earls, F., & Buka, S. L. (1997). Project on human development in chicago neighborhoods: Technical report. National Institute of Justice.
  • Fitzgerald, M. E., Miles, A. D., & Ledbetter, S. (2019). Experiences and strategies of young, low-income, African-American men and families who navigate violent neighborhoods and low-performing schools. Societies, 9(1), 1–36. https://doi.org/10.3390/soc9010003
  • Flores, S. M., Lyons, S. M., Carroll, T., & Zapata, D. (2022). Race, place, and citizenship: The influence of segregation on Latino educational attainment. Law & Inequality, 40, 69.
  • Fredricks, J. A., & Simpkins, S. D. (2012). Promoting positive youth development through organized after‐school activities: Taking a closer look at participation of ethnic minority youth. Child Development Perspectives, 6(3), 280–287. https://doi.org/10.1111/j.1750-8606.2011.00206.x
  • Gakh, M., Coughenour, C., Assoumou, B. O., & Vanderstelt, M. (2020). The relationship between school absenteeism and substance use: An integrative literature review. Substance Use and Misuse, 55(3), 491–502. https://doi.org/10.1080/10826084.2019.1686021
  • Gubbels, J., van der Put, C. E., & Assink, M. (2019). Risk factors for school absenteeism and dropout: A meta-analytic review. Journal of Youth and Adolescence, 48(9), 1637–1667. https://doi.org/10.1007/s10964-019-01072-5
  • Hampden Thompson, G., & Galindo, C. (2017). School–family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248–265. https://doi.org/10.1080/00131911.2016.1207613
  • Hawkins, R. L., Jaccard, J., & Needle, E. (2013). Nonacademic factors associated with dropping out of high school: Adolescent problem behaviors. Journal of the Society for Social Work and Research, 4(2), 58–75. https://doi.org/10.5243/jsswr.2013.5
  • Hoyle, R. H., & Kenny, D. A. (1999). Sample size, reliability, and tests of statistical mediation. Statistical Strategies for Small Sample Research, 1, 195–222.
  • Jencks, C., & Mayer, S. E. (1990). The social consequences of growing up in a poor neighborhood. In L. E. Lynn & M. G. H. McGeary (Eds.), Inner-city poverty in America (pp. 111–186). National Academy Press.
  • Jeynes, W. H. (2017). A meta-analysis: The relationship between parental involvement and Latino student outcomes. Education and Urban Society, 49(1), 4–28. https://doi.org/10.1177/0013124516630596
  • Lash, C. L., & Sanchez, M. (2019). Place-based reform in the context of neighborhood change: A case study of the Mission Promise neighborhood. Education and Urban Society, 51(5), 613–639. https://doi.org/10.1177/0013124517747362
  • Leventhal, T. (2018). Neighborhood context and children’s development: When do neighborhoods matter most? Child Development Perspectives, 12(4), 258–263. https://doi.org/10.1111/cdep.12296
  • Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50(2), 145–161. https://doi.org/10.1080/00220272.2016.1247913
  • Lynch, E. E., Malcoe, L. H., Laurent, S. E., Richardson, J., Mitchell, B. C., & Meier, H. C. (2021). The legacy of structural racism: Associations between historic redlining, current mortgage lending, and health. SSM-Population Health, 14, 100793. https://doi.org/10.1016/j.ssmph.2021.100793
  • Marttinen, R., Simon, M., Phillips, S., & Fredrick, R. N. (2020). Latina elementary school girls’ experiences in an urban after-school physical education and literacy program. Journal of Teaching in Physical Education, 40(2), 228–237. https://doi.org/10.1123/jtpe.2019-0211
  • Meeus, W. (2011). The study of adolescent identity formation 2000–2010: A review of longitudinal research. Journal of Research on Adolescence, 21(1), 75–94. https://doi.org/10.1111/j.1532-7795.2010.00716.x
  • Morrissey, T. W., Hutchison, L., & Winsler, A. (2014). Family income, school attendance, and academic achievement in elementary school. Developmental Psychology, 50(3), 741–753. https://doi.org/10.1037/a0033848
  • Perez‐Brena, N. J., Toews, M. L., Feinberg, M. E., & Anders, K. M. (2022). Adapting a coparenting‐focused prevention program for Latinx adolescent parents in a school context. Family Process, 61(1), 91–107. https://doi.org/10.1111/famp.12651
  • Plunkett, S. W., Behnke, A. O., Sands, T., & Choi, B. Y. (2009). Adolescents’ reports of parental engagement and academic achievement in immigrant families. Journal of Youth and Adolescence, 38(2), 257–268. https://doi.org/10.1007/s10964-008-9325-4
  • Popkin, S. J., Levy, D. K., Harris, L. E., Comey, J., Cunningham, M. K., & Buron, L. F. (2002). HOPE VI panel study: Baseline report. The Urban Institute.
  • Poza, L., Brooks, M. D., & Valdés, G. (2014). “Entre familia”: Immigrant parents’ strategies for involvement in children’s schooling. School Community Journal, 24(1), 119–148.
  • Raley, R. K., & Sweeney, M. M. (2020). Divorce, repartnering, and stepfamilies: A decade in review. Journal of Marriage and Family, 82(1), 81–99. https://doi.org/10.1111/jomf.12651
  • Rucker, D. D., Preacher, K. J., Tormala, Z. L., & Petty, R. E. (2011). Mediation analysis in social psychology: Current practices and new recommendations. Social and Personality Psychology Compass, 5(6), 359–371. https://doi.org/10.1111/j.1751-9004.2011.00355.x
  • Sampson, R. J., & Raudenbush, S. W. (2004). Seeing disorder: Neighborhood stigma and the social construction of “broken windows”. Social Psychology Quarterly, 67(4), 319–342. https://doi.org/10.1177/019027250406700401
  • Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277(5328), 918–924.
  • Sastry, N., Ghosh-Dastidar, B., Adams, J., & Pebley, A. R. (2006). The design of a multilevel survey of children, families, and communities: The Los Angeles family and neighborhood survey. Social Science Research, 35(4), 1000–1024. https://doi.org/10.1016/j.ssresearch.2005.08.002
  • Schwartz, S. J., Syed, M., Yip, T., Knight, G. P., Umaña‐Taylor, A. J., Rivas‐Drake, D., & Lee, R. M. Ethnic and Racial Identity in the 21st Century Study Group. (2014). Methodological issues in ethnic and racial identity research with ethnic minority populations: Theoretical precision, measurement issues, and research designs. Child Development, 85(1), 58–76. https://doi.org/10.1111/cdev.12201
  • Simpkins, S. D., & Riggs, N. R. (2014). Cultural competence in afterschool programs. New Directions for Youth Development, 144(144), 105–117. https://doi.org/10.1002/yd.20116
  • Smock, P. J., & Schwartz, C. R. (2020). The demography of families: A review of patterns and change. Journal of Marriage and Family, 82(1), 9–34. https://doi.org/10.1111/jomf.12612
  • Stempel, H., Cox-Martin, M., Bronsert, M., Dickinson, L. M., & Allison, M. A. (2017). Chronic school absenteeism and the role of adverse childhood experiences. Academic Pediatrics, 17(8), 837–843. https://doi.org/10.1016/j.acap.2017.09.013
  • Suldo, S. M., Bateman, L., & Gelly, C. D. (2014). Understanding and promoting school satisfaction in adolescence. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed, pp. 365–380). Routledge.
  • Taylor, Z. E., Conger, R. D., Robins, R. W., & Widaman, K. F. (2015). Parenting practices and perceived social support: Longitudinal relations with the social competence of Mexican-origin children. Journal of Latina/O Psychology, 3(4), 193–208. https://doi.org/10.1037/lat0000038
  • Updegraff, K. A., & Umaña‐Taylor, A. J. (2015). What can we learn from the study of Mexican‐origin families in the United States? Family Process, 54(2), 205–216. https://doi.org/10.1111/famp.12135
  • Winston, P., Angel, R., Burton, L., Chase-Lansdale, P. L., Cherlin, A., Moffit, R., & Wilson, W. J. (1999). Welfare, children and families: A three-city study, overview and design report. Baltimore: The Johns Hopkins University.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.