The present study examined the moderating effect of parental involvement on the relationship between exposure to violence and academic outcomes. Seventy-four 4th and 5th graders of African descent from an urban neighborhood in the United States, completed self-report questionnaires on the variables of interest. The authors found that exposure to violence was negatively correlated to academic self-esteem, and support was established for parental involvement as a moderator between exposure to violence and academic performance. The results indicate that children of African descent who are exposed to increased community violence may have lower academic self-esteem. Furthermore, increased parental involvement in the child's academic activities provides a buffer between exposure to violence and the child's academic outcomes.