- Publications
-
Research Programs
- Search Funded Research Grants and Contracts for NCER Career and Technical Education Civics Education and Social Studies Cognition and Student Learning Continuous Improvement Research in Education Early Learning Education Leadership Education Technology Effective Instruction English Learners Evaluation of State and Local Programs and Policies Improving Education Systems Literacy Methods Training for Education Research Pathways to the Education Sciences Research Training Postdoctoral Research Training
- Postsecondary and Adult Education Predoctoral Research Training Reading for Understanding Research Initiative Researcher-Practitioner Partnerships in Education Research Scalable Strategies to Support College Completion Science, Technology, Engineering, and Mathematics (STEM) Education Small Business Innovation Research Social/Behavioral Context for Academic Learning Statistical and Research Methodology Statistical and Research Methodology in Education - Early Career Supporting Early Learning Systematic Replication Training in Education Use and Practice
- Funding Opportunities
- News & Events
- About Us
Cognition and Student Learning
Grantees
- OR -
Investigator
- OR -
Goals
- OR -
FY Awards
- OR -
Longitudinal Impact of Community Violence
Wayne State University
Delaney-Black, Virginia
Description:
Purpose: In this project, the investigators examined the relation between exposure to school or community violence and academic achievement. They looked at the effects of violence on working memory, motivation, and anxiety.
Project Activities: This project capitalized on an earlier research study where more than 600 pregnant women were enrolled in the study before their children were born and then data were collected from those infants and young children after birth. These children were then followed up at the age of 7 years in a prior study. This IES funded project supported data collection from this cohort of children at age 14. In the original proposal, the team intended to gather data from 200 of the original cohort. The team received additional funding, and gathered data for 372 children from the original cohort. The team also obtained available school achievement data for the original 556 students.
Key Outcomes: The findings from this study (Somers et al., 2011) include:
- The research team confirmed that at age 14, community violence exposure is related to poor academic achievement (this was also true at age 7 for this same sample of children). This finding held both for prior exposure (at age 7) and concurrent exposure (at age 14).
- The team also found that negative peer influence and primary caregiver devaluation of achievement at age 14 further hinder scholastic achievement after community violence exposure.
- The research team also found that parental protection when measured at age 7 appeared to ameliorate the effects of early violence exposure, and when parents were married, adolescents demonstrated significantly higher grades, mediated through paternal involvement.
PRODUCTS AND PUBLICATIONS
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Somers, C.L., Chiodo, L.M., Yoon, J., Ratner, H., Barton, E., and Delaney-Black, V. (2011). Family Disruption and Academic Functioning in Urban, Black Youth. Psychology in the Schools, 48 (4): 357—370.