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Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support

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Abstract

Despite the extensive literature on the deleterious effects of perceived neighborhood disadvantage on academic achievement, there is a dearth of information on racial/ethnic differences in the underlying roles of future orientation and parental support that may mediate or moderate this association. Using data from 3618 students in grades 6–9 (50% female, Meanage = 12.9 [1.3], 6.99% Black, 10.39% Hispanic/Latino, 82.61% White) in two communities in North Carolina during 2009-2014 who completed the School Success Profile, a self-report social environmental assessment, this study conducted multiple group analyses across three racial/ethnic groups (Black, Hispanic/Latino, White), revealing that perceived neighborhood disadvantage was associated with lower future orientation, which in turn was related to poorer academic achievement. The mediating effects were stronger among Black youth compared to White and Hispanic/Latino adolescents. Adolescents with high parental support were minimally affected by perceived neighborhood disadvantage. The findings identify nuanced racial/ethnic disparities in perceived neighborhood influences on academic achievement and raise important intervention targets to promote academic achievement among disadvantaged subgroups.

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Acknowledgements

The authors thank the valuable suggestions from Dr. Natasha Bowen and lab members from the Behavioral and Intervention Services Research in Context Lab at the NYU McSilver Institute for Poverty Policy and Research. The first author would also like to acknowledge the support received from Ziao during the manuscript revision period.

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Authors and Affiliations

  1. School of Social Work, Indiana University Bloomington, Bloomington, IN, USA

    Yunyu Xiao

  2. School of Social Work, Indiana University–Purdue University Indianapolis, Indianapolis, IN, USA

    Yunyu Xiao

  3. McSilver Institute for Poverty Policy and Research, New York, NY, USA

    Yunyu Xiao, Meghan Romanelli, Carolina Vélez-Grau & Michael A. Lindsey

  4. School of Social Work, University of Washington, Seattle, WA, USA

    Meghan Romanelli

  5. Silver School of Social Work, New York University, New York, NY, USA

    Carolina Vélez-Grau & Michael A. Lindsey

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  1. Yunyu Xiao
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  4. Michael A. Lindsey
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Contributions

Y.X., M.R., and M.A.L. conceived of the initial idea; Y.X. designed the study, undertook out the data analyses, interpreted the data, drafted the initial manuscript, reviewed, and revised the manuscript; M.R. and C.V.-G. contributed to interpreting the data, reviewed and revised the manuscript; M.A.L. contributed to the conceptualizations of the study, interpretation of the data, and revised the manuscript. All authors contributed to and approved the final manuscript.

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Correspondence to Yunyu Xiao.

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Appendices

Appendix 1

Fig. 4
figure 4

Conceptual model of future orientation

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Appendix 2

Table 4 Sample size and selected characteristics of SSP sample and school population per school in each community
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Appendix 3

Fig. 5
figure 5

Alternative model: bidirectional relationship

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Xiao, Y., Romanelli, M., Vélez-Grau, C. et al. Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support. J Youth Adolescence 50, 103–125 (2021). https://doi.org/10.1007/s10964-020-01319-6

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