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Understanding School–Neighborhood Mesosystemic Effects on Adolescent Development

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Abstract

Research has demonstrated that school and neighborhood microsystems have important implications for adolescent development, but less attention is given to the school–neighborhood mesosystem (i.e., how these contexts intersect through moderational and mediational mechanisms.) Understanding the school–neighborhood mesosystem is important conceptually, methodologically, and for public policy. This article provides a narrative review of literature that examines the effects of the school–neighborhood mesosystem on adolescent development. The review focuses on adolescents’ proximal processes and phenomenological experiences in their schools and neighborhoods, as opposed to structural characteristics of these environments. This article situates the literature reviewed within a theoretical framework adapted from prior frameworks developed to describe the family–neighborhood mesosystem. Specifically, the framework outlines four moderational mechanisms and one mediational model through which school and neighborhood contexts may intersect. Within each mechanism, a narrative review of existing scholarship is presented, and hypothetical scenarios are offered when prior research is limited. This structure highlights the utility of the theoretical framework, by allowing for greater meaning making and synthesis across existing studies, identifying gaps in the current literature, and presenting directions for future research regarding the school–neighborhood mesosystem. The implications of the school–neighborhood mesosystem for both researchers and policy makers are discussed.

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Notes

  1. It is important to note that although the reduction of achievement gaps between low- and high- income students has been purported as one of the goals of school choice, there are many other goals that these policies intend to achieve. More generally, school choice intends to provide families, regardless of background, the option to choose an educational environment that they believe best suits their child’s needs, based on religion, affinity toward a certain academic subject, or special needs.

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Authors and Affiliations

  1. Arizona State University, T. Denny Sanford School of Social and Family Dynamics, 951 S. Cady Mall, Tempe, AZ, 85287, USA

    Larissa M. Gaias, Sarah Lindstrom Johnson, Rebecca M. B. White & Larry Dumka

  2. Arizona State University, Hugh Downs School of Human Communication, 950 S. Forest Mall, Tempe, AZ, 85281, USA

    Jonathan Pettigrew

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LMG conceived of and conducted the review, adapted previous theoretical frameworks to develop the framework advanced in the article, and drafted the manuscript; SLJ and RMBW contributed to the development of the theoretical review and helped to draft the manuscript. JP and LD contributed important conceptual feedback and theoretical critiques, especially regarding the writing of the methodological and policy justification. All authors read and approved the final manuscript.

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Correspondence to Larissa M. Gaias.

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Support for this manuscript was provided by NSF Grant DGE-1311230.

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Gaias, L.M., Lindstrom Johnson, S., White, R.M.B. et al. Understanding School–Neighborhood Mesosystemic Effects on Adolescent Development. Adolescent Res Rev 3, 301–319 (2018). https://doi.org/10.1007/s40894-017-0077-9

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