“Neighborhood contextual factors and early-starting antisocial pathways”
- What do Ingoldsby and Shaw (and the researchers they cite in this paper) mean by antisocial behavior? Does their definition resemble the ways in which the term “antisocial” is used colloquially?
- How can we best understand the distinction between direct and indirect neighborhood effects? Do you think this is different from the distinction between a proximal effect and a distal effect?
- What do the authors mean when they say middle childhood may be a “critical developmental period?”
- On page 24, the authors note that the timing of the switch from indirect to direct neighborhood effects may vary depending on the characteristics of the community. What does this mean? Do you see this playing out in your own life, or in the lives of CC students?
- On pages 24-25, the authors present four dimensions/models of neighborhood effects that researchers see as increasing the likelihood that children will be pushed onto antisocial pathways. How would you outline or describe these dimensions to our students?
- What methodological challenges do researchers face in studying the development of neighborhood effects on antisocial pathways (pages 28-30)?
- What do you think the authors mean on page 39 when they say, “There is some evidence that neighborhood poverty potentiates the effects of other risk variables?”
- On page 45, halfway down the first column, the authors summarize the findings of the literature review on the previous several pages, highlighting four factors that are associated with antisocial behavior in childhood. Do you understand these factors to be interrelated? How?
- On page 50, the authors briefly discuss implications for prevention and intervention. Where does the work of the CCE plug into this, if at all?
- What stories about gender, race, ethnicity, and class are being told in this paper? Are these stories problematic? Is the manner in which they are told problematic?
