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Descriptors:
Achievement Gap; Citizen Participation; Community Organizations; Democracy; Urban Youth; Activism; After School Programs; Adolescent Development; Adults; Minority Group Students; Low Income Groups; Interpersonal Relationship; Interviews; Adolescents

Abstract:
The National Assessment of Education Progress (NAEP) shows a civic knowledge gap similar to the achievement gap, showing urban youth struggling in particular. However, research has shown that urban youth can be civically engaged when they are involved in projects or organizing intended to improve community conditions, not simply absorbing civic knowledge. This article shares findings from case studies of two Bronx-based community organizations that have successful models of civic engagement with urban youth. The findings reveal the practices that the adults use in the organizations to get urban youth civically engaged and to develop a "civic identity". (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Child Abuse; Grade Point Average; Behavior Problems; Crime; Path Analysis; Graduation; Young Adults; Educational Experience; Role; Attendance; Law Enforcement; Multivariate Analysis; Academic Aspiration; Gender Differences; Race; Ethnicity; Poverty; Antisocial Behavior; Urban Youth; Interviews; Resilience (Psychology)

Abstract:
This study investigates whether positive educational experiences in midadolescence mitigate the impact of exposure to substantiated maltreatment and reduces young adult antisocial behavior. While there is theoretical and empirical support for the mediating or moderating role of educational experiences on maltreatment and antisocial outcomes, few prospective studies exist. In this exploratory study, data are from the Rochester Youth Development Study (RYDS), a longitudinal panel study of 1,000 adolescents. The original sample included 73% males, and 85% African American or Hispanic youth of whom about 20% were maltreated. Measures in this study are from a combination of interview data and official records collected through age 23. Outcomes include self-reported crime and violence, arrest, and partner violence perpetration. Educational variables include midadolescent self-report of high school graduation, educational aspiration, college expectation, school commitment, teacher attachment, self-reported grades, school GPA, attendance, and an additive index of all school assets. Multivariate path analysis controlled for gender, race/ethnicity, poverty, and early antisocial behavior. Path analysis examined whether educational experiences mediated the impact of maltreatment on antisocial outcomes. Although maltreatment was significantly predictive of criminal and violent behaviors, it only was weakly associated with educational experiences. The impact of maltreatment on arrest was weakly mediated (reduced) by educational GPA and by high school graduation. The additive index also mediated the impact of maltreatment on crime and violence. Maltreatment's impact on partner violence was also weakly mediated by school GPA. Interaction terms were used to test for moderation: only one significant effect was found: school GPA protects maltreated youth from perpetration of partner violence as young adults. Although there are few significant effects in a number of models, the research is consistent with a focus on promoting school achievement and completion among urban youth in general, in conjunction with addressing earlier antisocial behavior problems. (Contains 2 tables, 4 figures, and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Coping; Males; Neighborhoods; Low Income; Urban Youth; Adolescents; African Americans; Disadvantaged; At Risk Persons; Behavior Problems; Stress Variables; Symptoms (Individual Disorders); Violence; Poverty; Gender Differences

Abstract:
African American youth residing in low income urban neighborhoods are at increased risk of experiencing negative life events in multiple domains, increasing their risk for internalizing and externalizing behaviors. However, little is known about youth's differential responses to life event stress, or protective processes and coping strategies for urban African American youth exposed to adverse life events. Thus, the present study examined whether variability in predominantly low income, urban African American youth's responses to life event stress are accounted for by the type of life event experienced or the type of coping strategies used. Participants were a community sample of 353 urban African American youth (52.8% girls; age range 8-12 years) who participated in the Multiple Opportunities to Reach Excellence (MORE) Project. Youth reported about their experiences with adverse life events, coping strategies, and internalizing and externalizing symptoms. Results indicated that violent life events were uniquely associated with externalizing behavior, while discrimination and economic stress were uniquely associated with internalizing behavior. The utility of coping strategies varied by gender, such that avoiding problems was protective for girls who experienced violent life events, but not for boys. For boys, exposure to violence was significantly positively associated with externalizing symptoms regardless of the amount of avoiding problems coping used. Findings suggest that interventions to develop coping strategies may need to be gender-specific as well as tailored for the types of stressors common for low income urban youth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Treatment; Child Health; Community Health Services; Smoking; Intervention; Diseases; Child Caregivers; Interviews; Formative Evaluation; Urban Youth; Program Implementation; Program Effectiveness; Program Evaluation; Counseling; Counseling Effectiveness; Motivation Techniques; Fidelity; Nurses; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Elementary School Students

Abstract:
Many children, including those with asthma, remain exposed to secondhand smoke. This manuscript evaluates the process of implementing a secondhand smoke reduction counseling intervention using motivational interviewing (MI) for caregivers of urban children with asthma, including reach, dose delivered, dose received and fidelity. Challenges, strategies and successes in applying MI are highlighted. Data for 140 children (3-10 years) enrolled in the School Based Asthma Therapy trial, randomized to the treatment condition and living with one or more smoker, were analyzed. Summary statistics describe the sample, process measures related to intervention implementation, and primary caregiver (PCG) satisfaction with the intervention. The full intervention was completed by 79% of PCGs, but only 17% of other smoking caregivers. Nearly all (98%) PCGs were satisfied with the care study nurses provided and felt the program might be helpful to others. Despite challenges, this intervention was feasible and well received reaching caregivers who were not actively seeking treatment for smoking cessation or secondhand smoke reduction. Anticipating the strategies required to implement such an intervention may help promote participant engagement and retention to enhance the program's ultimate success. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Development; Low Income; Victims; Correlation; Urban Youth; Incidence; Elementary School Students; Urban Areas; Aggression; Stress Variables; Sociometric Techniques; Measures (Individuals); Behavior Problems; Prediction; Adjustment (to Environment); Developmental Stages; Models

Abstract:
Previous research suggests that the prevalence of aggression is high among low-income urban youth who have to cope with a number of psychological stressors. Less is known about the early development and consequences of aggression and peer victimization prior to adolescence in these contexts. This study examined the correlates, interplay, and consequences of aggression and victimization among children in a low-income urban context. Data were collected in the spring of grades 1, 2, and 3. The final sample included 333 children (59.5% girls, "M" = 6.46 years). Each year, children completed sociometric and peer assessments in their classrooms. A cross-lagged panel model with extended effects showed that aggression was relatively stable over time, whereas victimization was less stable. Aggression and victimization became increasingly less correlated over time. Further, early victimization negatively predicted later aggression for boys, but positively for girls. Growth curve modeling showed that initial aggression and victimization were associated with initial behavioral and relational problems. Early aggression, but not victimization, predicted relative stable or increasing in behavioral and relational problems over time. The results underscore the importance of a developmental perspective on early childhood aggression and victimization in high-risk contexts, in order to understand their implications for adjustment in adolescence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Status; Leadership; Organizations (Groups); Age; Aggression; Foreign Countries; Gender Differences; Youth Leaders; Peer Acceptance; Urban Youth; Correlation; Peer Relationship; Interpersonal Competence; Elementary School Students; Risk

Abstract:
While much prior research has documented the negative associations between aggression, peer relationships, and social skills, other research has begun to examine whether forms of aggression also may be associated with prosocial skills and increased social status. However, few studies have examined these associations within diverse samples of elementary aged youth. The current study examined the associations between aggression, popularity, social preference, and leadership among 227 urban, ethnic minority (74% African American, 9% bi-racial including African American, 12% other ethnic minorities, and 5% European American) elementary school youth (average age 9.5 years, 48.5% female). Results indicated that in an urban, high risk environment, displaying aggressive behaviors was associated with increased perceived popularity, decreased social preference, and, in some cases, increased perceived leadership. The results also suggested gender differences in the association between the forms of aggression (i.e. relational and overt) and popularity. The current study underscores the importance of examining youth leadership along with forms of aggression and social status among urban minority youth. Implications for future research and aggression prevention programming are highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prevention; Risk; Behavior Problems; Well Being; Adolescents; Late Adolescents; Drinking; Neighborhoods; Dating (Social); Urban Youth; Incidence; Interpersonal Relationship; Community Characteristics; Violence; Predictor Variables; Drug Use; Parenting Styles; Parent Child Relationship; Low Achievement; Antisocial Behavior; Peer Influence; Race; Gender Differences; African Americans; Hispanic Americans

Abstract:
Given prevalence rates and negative consequences that adolescents' perpetration of dating violence may have on an individual's well-being and future relationships, it is imperative to explore factors that may increase or reduce its occurrence. Thus, we aimed to identify how multiple contextual risk factors (individual, family, schools, and neighborhoods) were related to adolescents' perpetration of dating violence over a 6 year period. Then, we assessed how neighborhood collective efficacy, an important predictor of urban youths' well-being, buffered the relationship between each of the risk factors and adolescents' perpetration of dating violence. Three waves of data from the "Welfare, Children, and Families: A Three-City Study" were used (N = 765; Ages 16-20 at Wave 3). The sample is 53 % female, 42 % African-American, and 53 % Hispanic. For the total sample, drug and alcohol use, low parental monitoring, academic difficulties, and involvement with antisocial peers were significant early risk factors for perpetration of dating violence in late adolescence. Risk factors also varied by adolescents' race and sex. Finally, perceived neighborhood collective efficacy buffered the relationship between early academic difficulties and later perpetration of dating violence for Hispanic males. These results imply that multiple systems should be addressed in dating violence prevention programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Violence; Risk; Adolescents; Posttraumatic Stress Disorder; Foreign Countries; Speech Communication; Victims; Sexual Abuse; Gender Differences; Urban Youth; Symptoms (Individual Disorders); Intervention; Mental Health; Health Services; African Languages; Low Income; High School Students; Severity (of Disability); Correlation

Abstract:
Objective: Identifying the comparative contributions of different forms of violence exposure to trauma sequelae can help to prioritize interventions for polyvictimized youth living in contexts of limited mental health resources. This study aimed to establish gender patterns in the independent and comparative contributions of five types of violence exposure to the severity of posttraumatic stress symptoms among Xhosa-speaking South African adolescents. Method: Xhosa-speaking adolescents (n = 230) attending a high school in a low-income urban community in South Africa completed measures of violence exposure and posttraumatic stress symptoms. Results: While witnessing of community violence was by far the most common form of violence exposure, for the sample as a whole only sexual victimization and being a direct victim of community violence, together with gender, contributed independently to the severity of posttraumatic stress symptoms. When the contribution of different forms of violence was examined separately for each gender, only increased exposure to community and sexual victimization were associated with symptom severity among girls, while increased exposure to direct victimization in both the community and domestic settings were associated with greater symptom severity in boys. Conclusions: The findings provide some preliminary motivation for focusing trauma intervention initiatives in this community on girls who have experienced sexual abuse compounded by victimization in the community, and boys who have been direct victims of either domestic or community violence. Further research is required to establish whether the risk factors for posttraumatic stress symptoms identified among adolescents in this study are consistent across different communities in South Africa, as well as across other resource-constrained contexts. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Substance Abuse; Socialization; Young Adults; Focus Groups; Barriers; Qualitative Research; Outcomes of Treatment; Males; Hispanic Americans; Adolescents; Transcripts (Written Records); Discourse Analysis; Adolescent Attitudes; Affective Behavior; Stress Variables; Social Environment; Health Behavior; Urban Youth; Drug Rehabilitation

Abstract:
Objective: To qualitatively explore how treatment-involved youth retrospectively contextualize relapse from substance use. Methods: Fourteen focus groups were conducted with 118 youth (78.3% male; 66.1% Latino) enrolled in participating substance abuse treatment programs (4 young adult and 10 adolescent) throughout Los Angeles County. Transcripts were analyzed for relapse perception themes. Results: Dominant relapse themes include emotional reasons (90%), life stressors (85%), cognitive factors (75%), socialization processes (65%), and environmental issues (55%). Conclusions: Youth perceptions about relapse during treatment should be used to better inform clinical approaches and shape early-intervention recovery agendas for substance-abusing youth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Repetition; School Holding Power; Evidence; Testing; Elementary School Students; Standardized Tests; Urban Youth; Grouping (Instructional Purposes); School Districts; Comparative Analysis; Academic Achievement; Sampling; Evaluation; Academic Failure; Urban Schools; Achievement Gap; Grade 2; Grade 3; Grade 4; Outcomes of Education; Predictor Variables; Reading Achievement; Regression (Statistics); Prediction; Effect Size; Mathematics Achievement; Statistical Significance

Abstract:
This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6 years of observations. For the approximate 21% of students retained in the sample, the results demonstrate that as retained students are placed in classrooms with higher average and greater standard deviation in peer ability, they tend to achieve lower testing outcomes in their post-retention years compared to their continuously promoted counterparts. Further investigation also shows that these relationships are not solely driven by having low levels of achievement. Implications are discussed. (Contains 6 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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