NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED580431
Record Type: Non-Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
How Does the Neighborhood "Come through the Door?" Concentrated Disadvantage, Residential Instability, and the Home Environment for Preschoolers
May, Emily M.; Azar, Sandra T.; Matthews, Stephen A.
Grantee Submission
Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood residential instability on the home physical environment and home learning environment for preschoolers in economically disadvantaged families (N = 187). Using structural equation modeling, mothers' perceived neighborhood disorder and depressive symptoms were examined as mechanisms by which neighborhood context "comes through the door." Mothers' neighborhood social embeddedness was also explored as a protective factor. Results showed that concentrated disadvantage was negatively associated with the quality of the home physical environment, and residential instability was negatively associated with the quality of the home learning environment. Concentrated disadvantage had an indirect effect on the home learning environment through mothers' perceived neighborhood disorder and depressive symptoms. The effects of concentrated disadvantage on the home environment were buffered by mothers' neighborhood social embeddedness. Study findings advance understanding of socioeconomic- and place-based disparities in developmental outcomes and identify potential targets for interventions aimed at lessening effects of neighborhood disadvantage on families with young children. [At time of submission to ERIC this article was in press with "American Journal of Community Psychology".]
Publication Type: Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania (Philadelphia)
Identifiers - Assessments and Surveys: Center for Epidemiologic Studies Depression Scale; Home Observation for Measurement of Environment
IES Funded: Yes
Grant or Contract Numbers: R305B150033; R01HD053713